Dr. Jennifer E. Christensen, Assistant Professor
Dr. Orvin Clark, Associate Professor
Dr. James M. Geidner, Assistant professor,
Dr. Suzanne Griffith, Professor
Terri Kronzer, Associate Professor, Interim Chair
Dr. Catherine Pulkinen, Assistant Professor
Dr. Rhoda Robinson, Associate Professor
The Teacher Education (TED) programs are designed around a set of well-defined standards which, when attained by students, lead to a strong preparation for teaching at the elementary or secondary level. These competencies build upon the liberal education background of the students. The liberal education emphases on the campus are also incorporated in the TED programs. Students are involved in a wide range of learning activities combining theoretical concerns with practice accomplished through a variety of field experiences. Students are introduced to the classroom early in their professional training and continue to accept more responsibility throughout their program, culminating with the assumption of major responsibility for a class in the student teaching experience. The programs attempt to model the kind of learning environments we expect our graduates will create in the elementary and secondary schools.
The Teacher Education programs at UW-Superior are also performance-based. During the 2008-2009 academic year, there were approximately 189 elementary education majors. There were 60 early childhood education minors, 21 broad field reading/language arts minors, 26 adaptive education/special education minors, 11 science teaching minors, 21 social studies teaching minors, and four math teaching minors in addition to various other minors available for elementary education majors. During that period, approximately 158 elementary education majors as well as 36 students seeking secondary certification and 21 seeking K-12 certification (215 students total) had been admitted to the Teacher Education programs and were actively completing required coursework. Fifty-nine students took student teaching during the same year. The ratio of full- and part-time faculty assigned to supervise student teachers during this time was one faculty member to three students. The majority of student teacher supervision is undertaken by departmental faculty. Elementary education and secondary/K-12 certification students complete one semester of supervised student teaching (approximately 700 hours) following many and various professional experiences.
Following are the Teacher Education program's standards. These standards represent the knowledge, dispositions and performances which are associated with effective and efficient teaching. These standards also serve as the guiding framework for the performances expected within specific TED courses.
The "Teacher Education Student Handbook" is available at http://www.uwsuper.edu/acaddept/ted. This handbook is updated annually to reflect any changes in policies and procedures.
Elementary Teacher Education Major/Secondary and K-12 Certification master competencies, guiding the Teacher Education programs, are as follows:
Standard 1 Content and Curriculum: The prospective teacher understands the central concepts, tools of inquiry, and structures of the disciplines he or she teaches and can create learning experiences that make these aspects of subject matter meaningful for pupils.
Standard 2 Student Development and Learning: The prospective teacher understands how children and youth with broad ranges of ability learn and provides instruction that supports their intellectual, social, and personal development.
Standard 3 Diverse Learners: The prospective teacher understands how pupils differ in their approaches to learning and the barriers that impede learning and can adapt instruction to meet the various needs of pupils, including those with disabilities, exceptionalities, and diverse backgrounds.
Standard 4 Instructional Strategies: The prospective teacher understands and uses a variety of instructional strategies, including the use of technology, to encourage children's development of critical thinking, problem solving, and performance skills.
Standard 5 Learning Environment: The prospective teacher uses an understanding of individual and group motivation and behavior to create a learning environment that encourages positive social interaction, active engagement in learning, and self-motivation.
Standard 6 Communication Techniques: The prospective teacher uses an understanding of effective verbal and nonverbal communication techniques as well as instructional media and technology to foster active inquiry, collaboration, and supportive interaction in the classroom.
Standard 7 Planning Instruction: The prospective teacher understands how to and is able to organize and plan systematic instruction based upon knowledge of subject matter, pupils, the community, and curriculum goals.
Standard 8 Assessment: The prospective teacher understands and uses formal and informal assessment strategies to evaluate and ensure the continuous intellectual, social, and physical development of the pupil.
Standard 9 Professional Development: The prospective teacher understands the importance and purposes of professional development and is a reflective practitioner who continually evaluates the effect of his or her choices and actions on pupils, parents, professionals in the learning community and others, and who actively seeks out opportunities to grow professionally.
Standard 10 Professionalism: The prospective teacher understands the importance of and fosters relationships with school colleagues, parents, and agencies in the larger community to support pupil learning and well-being, and acts with integrity, fairness, and in an ethical manner.
All elementary education major and secondary/K-12 certification TED courses (except TED 200) require that students have successfully met all the entry point requirements of the Teacher Education programs. There are no conditional admissions or exceptions. The entry point requirements are as follows.
1. Received a minimum grade of C in WRIT 101 and 102, COMM 110, MATH requirement of student's major, and HHP 102. Some students may have received credit for these courses through other means as stated by the general university regulations (transfer policy, testing into a higher-level mathematics course other than MATH 230/231, etc.).
2. Demonstrated competence in the basic skills of reading, writing and mathematics by passing at specified levels of performance the Praxis I Pre-Professional Skills Tests (PPSTs/CPPSTs). The scores required on the PPST written tests and CPPST computerized tests are: Reading 175, Writing 174, and Math 173. Cost of the tests is paid by students.
3. Successfully completed TED 200 with a minimum grade of B-. Registration for this course requires successful (C grade or higher) previous completion of required core courses listed in item #1 above. Documentation of successful passage of the PPST exams and of a passing criminal background report also is required by the first day of class. There is no concurrent enrollment in TED 200 with any of these prerequisites.
4. Achieved a cumulative grade point average (GPA) of 3.000 on at least 40 semester credits of collegiate-level course work which have been accepted into the Teacher Education programs, and met degree requirements, with at least nine semester resident credits. The grade point average cannot result from rounding, but must be at least 3.000 as computed on the degree progress report. Students who have completed a previous four-year baccalaureate degree at UW-Superior or elsewhere in the United States will have their GPA computed based on past college work accepted at UW-Superior, meeting degree requirements.
Students who formerly attended UW-Superior with a major other than elementary education or secondary certification and who have re-entered will have their GPA computed on only the coursework applied to the TED programs. Advisors must determine which courses will be computed in the GPA for Teacher Education. Transfer students who have had a major different than elementary education or secondary certification will also have their GPA computed only on the coursework applied to the TED programs.
5. Successfully passed the criminal background check (if not already completed in TED 200 or TED 352). The criminal background check must be completed for the most recent state in which the student has lived. Cost of the criminal background check is paid by the student. The state criminal background report must be dated within one year prior to the application acceptance date.
6. Have a current health certificate on file which verifies that the student's tuberculosis test was negative (tested within one year prior to application acceptance date).
7. Demonstrated technical expertise in computer and emerging technologies by successful creation of an electronic admissions portfolio during TED 200. Transfer students, students with degrees, and reentry students who have previously taken TED 200 will need to document their technology competence through successful completion of the electronic portfolio through independent study.
8. Successfully completed the first entries in the student's portfolio, which requires evidence of 20 hours of work with children in a professional role within two years prior to applying at this entry point; a logical, organized written discussion of a selected educational issue; and one composition on two major contributions to society the student plans to make as a teacher (two to four typed pages).
9. Have this portfolio approved by the student's advisor. The student will be collecting artifacts for and organizing an electronic portfolio which provides evidence for the student's competence as a future teacher throughout his or her progress in the Teacher Education programs at UW-Superior. The portfolio will be built around the framework of the Teacher Education Standards, with supporting entries/artifacts/evidence annotated or reflected upon as appropriate. The portfolio will also be used for the assessment prior to the student teaching interviews and as the basis for the student's presentation during student teaching. The portfolio is regularly reviewed by the advisor to monitor quality of the program and the student's work.
10. Complete and submit the Application for Admission to the Teacher Education programs form. The advisor recommends the student based upon the completion of the Admission and Portfolio requirements, as well as the verification of oral communication abilities.
Freshmen and continuing students may be graduated either under the catalog of entry or the catalog of exit. Transfer students may select the pertinent catalog of entry which corresponds with the academic year in which they started at the previous institution, the UW-Superior catalog in effect at the time of transfer, or the catalog of exit. Students reentering UW-Superior may use their original catalog of entry or the current catalog or the catalog of exit. No matter which catalog a student uses for graduation, he or she may be required to meet new requirements in Teacher Education, especially if new certification policies have been put in place.
No student can claim to need only to meet coursework, GPA, or other requirements as listed in the catalog of entry. Catalog of entry can be used only for determination of General Education requirements.
Students must always meet current state Department of Public Instruction (DPI) certification standards for licensure in the state of Wisconsin. DPI certification standards represent minimal requirements. Teacher Education programs have the right to exceed minimal requirements. Students who do not meet the requirements for admission to the Teacher Education programs within five years of the date of admission to the university must meet the requirements of the catalog current at the time of application to the programs. Admission to the programs remains valid for seven years. Students who fail to register for any classes for two consecutive semesters must reactivate their program status.
On-campus students who are enrolled as elementary education majors or content area majors seeking secondary/K-12 certification may enroll, with advisor approval, in any TED courses that are taught online or as a part of the Distance Learning program. Only elementary education majors may apply to do all their degree work through the Distance Learning TED program.
The elementary education curriculum is designed to acquaint the student with the education of children from birth to ages 12/13 depending on the minor chosen and student teaching options completed. The curriculum in elementary education leads to a Bachelor of Science Degree in Elementary Education. Students who satisfactorily complete this program will be certified to teach in the elementary schools in one of the following programs:
Majors in elementary education will be required to meet not only the General Education requirements of the university, but also a broader array of specified liberal arts courses in each of the areas as follows. The Teacher Education faculty is committed to building upon the preparation brought by the liberally educated student at this institution. A teacher at the elementary education level must possess all the traits of a liberally educated person. Since students must have both a Western and non-Western history/contemporary cultures course as part of Wisconsin Law, PI 34, these courses are identified below. When more than one choice is available, selection will be made in consultation with the advisor.
WRIT 101 Freshman English --3 credits
WRIT 102 Freshman English -- 3 credits
COMM 110 Introduction to Communication -- 3 credits
MATH 102 Intermediate Algebra -- 2 credits
MATH 230 Foundations of Math I --3 credits
MATH 231 Foundations of Math II --3 credits
HHP 102 Wellness and a Positive Lifestyle --3 credits
History: 3 credits
HIST 151, 152, 230, or 231 (Western)
HIST 160, 161, 219, 220, 225, 240, 241, or 281 (Non-Western)
Literature: 3 credits
ENGL 211, 212, 221, 222, or 228 (Western)
ENGL 241 or 242 (Non-Western)
ENGL 228 or 229 (Diversity)
World Languages, Culture and Philosophy (Humanities) electives: 3 credits
FNS 110, 230, 242 (Diversity)
MUSI 161 (Non-Western, Diversity)
PHIL 151, 211, 212 (Western)
SPAN 101, 102, 201, or 202
Contemporary Society: 3 credits
POLS 230 or POLS 150 and 330
Human Behavior: 3 credits
ANTH 101 (Diversity)
PSYC 101, or SOCI 101 (Western)
GEOG 102 (Non-Western)
Natural and Physical Sciences
BIOL 100 -- 2 credits
GEOL 110 or 170 -- 3 or 4 credits
PHYS 100, 107 or 160
CHEM 102 -- 4 credits
Fine and Applied Arts
Art History, Criticism and Appreciation: 3 credits
ART 221 or 222 (Western)
ART 331 (Non-Western)
COMM 104 or 122 (Western)
MUSI 160 (Western)
MUSI 266 (Jazz/Western, Diversity)
Aesthetic Experience:3 credits
(Met by following class plus MUSI 383)
Additional courses for selection in the categories of literature, Western history/culture and non-Western history/culture may be available. Please see previous listing in General Education Requirements of this catalog and your advisor. Do not make any choices without the advice of your advisor.
Students majoring in elementary education must complete the following courses:
TED 200 Introduction to Education -- 3 credits
TED 253 Human Development -- 3 credits
TED 270 Multicultural Nonsexist Education -- 3 credits
TED 275 Developing Literacy (including lab) --3 credits
TED 300 Principles of Learning --3 credits
NSEd 321/322 Teaching Elementary/Middle School Science --3 credits
MTHEd 323/324 Teaching Elementary/Middle School Mathematics --3 credits
SSEd 331/332 Teaching Elementary/Middle School Social Studies --3 credits
REAEd 370 Teaching Reading and Language Arts in the Elementary/Middle Schools -- 5 credits
TED 407 The Middle School and its Students (for ages 6 -12/13; grades 1-7/8 Wisconsin MC-EA licensures and must be completed prior to student teaching) -- 3 credits
TED 441(448) Student Teaching (Internship) in theElementary/Middle School -- 12 credits
TED 494 Principles and Practices of Inclusive Teaching -- 3 credits
HHPEd 343 Human Performance Content, Methods and Curriculum for the Elementary and Middle School Teacher -- 3 credits
HHPEd 344 Health Content, Methods and Curriculum for the Elementary/Middle School Teacher -- 3 credits
ARTEd 335 Elementary Art Methods -- 3 credits
MUSEd 383 Teaching Elementary School Music --2 credits
Each elementary education major must complete an additional teaching major or minor. The choice of second major or minor should be made with the student's advisor.
Major: A minimum of 30 semester credits in one of the prescribed Teacher Education certification programs offered in the various departments within the University. Major requirements are listed in the catalog under the various departments.
Minor: Minors available for the elementary education major are in the areas of early childhood education, adaptive education/special education, and are described below. Other minors for elementary education majors are in broadfield language arts/reading, foreign languages German and Spanish, geography, health education, library science, mathematics, science, and social studies; these are described in the appropriate program areas of this catalog. Coaching may not be used as a minor for elementary education majors.
The Early Childhood minor is designed to acquaint the student with developmentally appropriate education for children from birth through age 8. The minor is planned to prepare the student with the professional knowledge, understanding, and skills necessary for designing programs to foster the growth and development of children during the period of early childhood. Specific coursework and field experiences are required. As a minor in conjunction with the Elementary Education Major, the Early Childhood minor is required for students seeking the Wisconsin EC-MC license (ages birth to 11; Early Childhood through Middle Childhood Regular Education), and requires a student teaching placement in a kindergarten (nine weeks; six credits) and a placement in grades 1-6 (nine weeks; six credits). This minor is open to any student, regardless of their major. A National Criminal Background Check and negative TB Test (Mantoux) are required to complete the required field experiences. The required forms can be found online at http://www.uwsuper.edu/acaddept/ted/forms/index.cfm.
The advisor for the Early Education minor is Dr. James M. Geidner, McCaskill 111A, (715) 394-8390, firstname.lastname@example.org.
Students who minor in early childhood education must complete the following sequence of courses. Taking courses out of sequence requires permission of instructor.
TED 252 Foundations of Early Childhood Education -- 3 credits
TED 353 Exceptional Educational Needs of Young Children -- 3 credits
READ 463 Developing Literacy PreK-3 -- 3 credits
TED 355 Early Childhood Curriculum I -- 3 credits
TED 357 Early Childhood Curriculum II --3 credits
TED 479 Family and Culture -- 3 credits
TED 486 Administration of Child Development Programs -- 3 credits
TED 481 Seminars in Education: Early Childhood -- 1 credit
(The seminars in early childhood are offered each fall and each spring semester, each time for .5 credits. Students enroll in a minimum of two seminars for a total of one credit. Enrollment for TED 481 is handled through the Continuing Education office).
22 total credits
This minor prepares students with the professional knowledge, understanding, and skills necessary to work successfully with students who have special education needs within a variety of settings including both in and out of the general education classroom. Specific coursework and field experiences are required. As a minor in conjunction with the Elementary Education Major, this minor may be taken in connection with the middle childhood through early adolescence (ages 6 -12/13) Wisconsin MC-EA licensure, the early adolescence through adolescence (ages 10-21) Wisconsin EA-A licensure, or the comprehensive major (ages 0-21, preK-12) Wisconsin EC-A licensure. This minor is open to any student, regardless of their major. A National Criminal Background Check and negative TB Test (Mantoux) are required to complete the required field experiences. The required forms can be found online at http://www.uwsuper.edu/acaddept/ted/forms/index.cfm.
This is not a licensable minor at the undergraduate level. This minor also provides students the opportunity to take courses in the field of special education at the undergraduate level to find out whether it is an area in which they might want to gain certification later.
The advisor for the Adaptive Education/Special Education minor is Dr. Jennifer E. Christensen, McCaskill 111F, (715) 394-8144, email@example.com.
Students who minor in Adaptive Education/Special Education must complete the following sequence of courses. Taking courses out of sequence requires permission of instructor.
TED 283 The Exceptional Learner -- 3 credits
TED 388 Characteristics of Learners with Exceptionalities -- 3 credits
READ 465 Using Literacy Processes in the Content Areas -- 3 credits
TED 493 Classroom and Behavior Management Strategies -- 3 credits
TED 479 Family and Culture -- 3 credits
TED 495 Methods of Adaptive Instruction -- 3 credits
COMM 376 Group Communication Processes -- 3 credits
TED 496 Practicum -- 3 credits
24 total credits
The following requirements apply to transfer and conversion to an elementary education major from a secondary education certification program or transferring a four-year U.S. baccalaureate degree to an elementary education major.
Information for all Prospective Teacher Certification Students PI 34 (Wisconsin Teacher Education Program Approval and Licenses Law) requires the following for licenses in science and/or social studies:
For majors in the social studies disciplines, the student needs to take a course on "cooperative marketing and consumer cooperatives." Take one of the following: ECON 251, GEOG 100, SOCI 101 or HIST 256.
For majors in science and social studies disciplines, the student must complete BIOL 100 to document knowledge and understanding of environmental education.
Curriculum for Secondary and K-12 Teacher Certification Students
Secondary certification curriculum in Teacher Education prepares students for two different Wisconsin Teaching Licenses:
Secondary or K-12 teacher curriculum graduates may receive the Bachelor of Arts, Bachelor of Fine Arts, Bachelor of Music, or Bachelor of Science degree. (See requirements in major.)
Secondary or K-12 teacher certification students are required to meet the General Education requirements of the university, specifically including a local, state and national government course, and biological and physical sciences courses. The Teacher Education faculty is committed to building upon the preparation brought by the liberally educated student at this institution. Teachers at the secondary and K-12 levels must exemplify the attributes of a liberally educated person.
All secondary and K-12 teacher certification candidates with a previous bachelor's degree must show coursework demonstrating knowledge and skill in mathematics (or computer science), oral communication, writing, fine arts, social studies, biological science, physical science, literature or humanities, western and nonwestern history or contemporary society. They must also have taken HHP 102, and POLS 230 or their equivalents and register for TED 200.
All secondary and K-12 teacher certification candidates with a previous bachelor's degree must also meet the requirements of their UW-Superior major and minor, as each one is designed for secondary or K-12 teacher certification. PI 34 (Wisconsin Teacher Education Program Approval and Licenses Law) requires the following for licenses in science and or social studies:
All candidates for secondary or K-12 teacher certification must have one of the following:
See the Wisconsin Department of Public Instruction Index of Approved Programs (http://dpi.wi.gov/tepdl/xls/indexed.xls ) for more specific information about EA-A licensures available at UW-Superior.
Check with content advisors if you have questions about teaching majors and minors and requirements for each.
The professional requirements for secondary or K-12 teacher certification students consist of courses in the Teacher Education programs, appropriate methods courses in the major and minor areas, and student teaching. Students are required to take the methods course(s) prescribed for their minor(s), when different from those required for the major.
Professional education courses:
TED 200 Introduction to Education -- 3 credits
TED 253 Human Development --3 credits
TED 270 Multicultural Non-Sexist Education -- 3 credits
TED 300 Principles of Learning --3 credits
TED 338* Instructional and Assessment Strategies Lab -- 1 credit
TED 339* Instructional and Assessment Strategies -- 3 credits
(*see special requirements for music majors)
TED 407** The Middle School and its Students --3 credits
(**required for students seeking Wisconsin EA-A certification and, strongly recommended for students seeking Wisconsin EC-A (pre-K-post high school) certification)
READ 465 Using Literacy Processes in the Content Area --3 credits
TED 494 Principles and Practices of Inclusive Teaching -- 2 credits
Methods courses in major and minor fields 2-4 credits
A total of at least 12 credits in one of the following teaching experiences:
TED 442 Student Teaching in the Secondary School -- 12 credits
TED 443 Student Teaching in Special Areas K-12 -- 12 credits
TED 449 Internship in Secondary Teaching -- 12 credits
TED 450 Internship in Special Areas K-12 --12 credits
*[It is recommended that TED 338/339 be taken in the junior or senior year and prior to the special methods courses. Music majors should check with the Music Department for special requirements. Because special methods courses may not be offered every year, it may be necessary to take the methods course before TED 338/339 is taken. The student should consult with his or her advisor to determine whether this is permitted. Before the student is allowed to take the special methods in the majors/minors, he or she must check whether he or she is required to have successfully completed the admission process to the Teacher Education programs.]
See the description for Broad Field Science in this catalog. Wisconsin DPI defines PI 34 licensure criteria for "Upper Level" secondary certification students in broad field science as follows: "A person with a broad field science license may teach any science class at the early adolescence-adolescence level, up through grade 10, and any basic science class in grades 11-12 that is not: A) part of the college preparatory sequence; B) an advance placement course; C) an elective with more depth of content than basic courses. To teach a course under the criteria in A, B, or C (above), the teacher must have a concentration in that subject area."
See the description for Broad Field Social Studies in this catalog. Wisconsin DPI defines PI 34 licensure criteria for "Upper Level" secondary certification students in broad social studies as follows: "A person with a broad field social studies license may teach any social studies class at the early adolescence-adolescence level, up through grade 10, and any basic social studies class in grades 11-12 that is not: A) part of the college preparatory sequence; B) an advance placement course; C) an elective with more depth of content than basic courses. To teach a course under the criteria in A, B, or C (above), the teacher must have a concentration in that subject area."
In all student teaching/internship experiences, the student takes charge of classes in off-campus affiliated schools under direction of a cooperating teacher. The student prepares units of instruction and lesson plans; meets with university supervisors, cooperating teachers, and the director of student teaching/field experiences in both group and individual situations; participates in co-curricular activities; works with consultants in special areas; and cooperates with school and community patrons. Experiences prior to student teaching/internship prepare students well for successful completion of student teaching/internship. Completion of the coursework in a time of financial restraint both at the university and school system level does not guarantee an automatic placement for student teaching.
Twelve semester credits of student teaching are required for certification (one semester based upon the calendar of the public school at which the student teaches or two placements of about nine weeks each). Not more than two areas of certification may be completed in the semester period. Students seeking certification in more than two subject areas or certification levels will be required to take additional student teaching/internship beyond the semester.
The internship program is for students who have demonstrated a high level of academic achievement and characteristics that would predict successful teaching. The program involves solo teaching for up to 50 percent of the day during a full semester. The student will operate under a special license obtained from the Wisconsin Department of Public Instruction and will be under contract to the cooperating school district. School districts must initiate the process for an internship approval through the Wisconsin Department of Public Instruction.
In addition to the requirements for student teaching, requirements to apply for an internship are:
A. A 2.75 grade point average in the major, minor and professional coursework.
B. Excellent recommendations from faculty.
C. Successful completion of an interview with the designated school district and selection for an internship.
D. Evidence of
Students should plan to enroll in student teaching/internship when general education major, minor and TED coursework is completed. Students should arrange their schedules to permit devoting full time to the student teaching/internship responsibilities. Because student teaching/internship placement involves many legal and diplomatic considerations, students may not solicit a student teaching/internship placement on their own. Students are cautioned against having district administrators call on their behalf.
It is possible that the student's assignment will be at a community far enough from the university to make taking classes on campus impractical. All coursework in a student's major, minor, general education, methods and TED courses must be completed prior to student teaching; special circumstances may be considered.
Student teaching placements farther than 75 miles from UW-Superior will be charged a fee in addition to tuition. Placements within 75 miles of UW-Superior are considered tier 1 placements and will not be charged an additional fee. Placements between 76-225 miles from Superior will be charged a tier 2 fee; placements from 226-400 miles from Superior will be charged a tier 3 fee. Payment of this fee is due at the beginning of the student teaching placement. Placement fees for tier 2 and tier 3 placements will be established for each academic year by the start of the spring semester of the prior academic year.
If either coursework or work negatively interferes with a student's teaching, the student will be requested to withdraw from the course and/or work activity.
Evaluation of all student teaching and internships will be on a pass-fail basis.
1. A minimum grade of C in each TED methods course and TED 300 for elementary education majors and a minimum grade of C in each TED course for secondary certification students. TED 407, if required, must be completed at the C level prior to student teaching.
2. A minimum GPA of 3.00 (non-rounded) across all major, minor, and TED courses at the time of interview as well as at the beginning of student teaching/internship experience.
3. Completion of all general education, major, minor, methods and TED coursework.
4. Not removed from the program because of problems reported through the monitoring process currently in place (see policy at www.uwsuper.edu/acaddept/ted ).
5. Successful completion of designated program standards assignments within required TED courses. Each course will be focused on providing for the development of set knowledge, dispositions, and performances from the standards. Students must maintain designated assignments in their working portfolio. In designated courses, particularly the methods courses, the student will become aware of and apply the Wisconsin Model Academic Standards.
Items collected in the portfolio (including the Record of Accomplishments and designated assignments) should be arranged into 10 standards, one for each of the ten standards. Two to four artifacts from the Working Portfolio should be chosen for each standard and arranged into a Professional Portfolio. For each section, the student shall briefly explain:
- What artifacts were chosen;
- Why they were chosen;
- What specific further learning is now planned in that standard.
6. Two to three supportive responses from teachers in early field experiences. These responses will be collected by the instructors of the courses in which the field experiences occur and placed in the students' files in the Office of Field Experiences.
7. Three positive recommendations to student teaching from content area faculty from whom the student has taken a course, and one from the major area faculty for secondary certification students.
8. Successful completion of a written reflection assessment of the student's ability with regard to one standard (randomly assigned per testing session). This assessment will occur at arranged times during each semester. The student should take this assessment in the semester prior to when student teaching is to occur.
9. Positive student teaching interview. The student will be judged on oral communication abilities and ability to present himself or herself positively as a potential student teacher. Any students about whom the director of field experience has concern will be referred to a meeting with the entire EdL faculty to discuss those concerns.
10. Passing of Wisconsin state-required Praxis II standardized test in content area(s). All education students must take at least one content test. Elementary Education majors take one of two content tests covering reading/English, mathematics, science and social studies. IF a student's minor is health or a foreign language, he or she must also take the appropriate Praxis II content test and pass it at the level assigned as passing for a major in the field. This requirement and the passing scores have been determined by the Wisconsin Department of Public Instruction.
Before a student teaching placement will be made, passing Praxis II score(s) must be received by the Office of Field Experiences by April 15 for placement in the following fall and by September 15 for placement in the following spring. A student should therefore plan to register for the test(s), at the latest, by February 1 for the following fall placements and by July 1 for the following spring placements.
The Teacher Education program reserves the right to require a score exceeding that established by DPI. Each state sets its own test form and score requirements. Check the websites for states of interest and the ETS Praxis web at www.ets.org/praxis
ETS/Praxis registration, test dates and contact numbers are available in the Teacher Education Office, McCaskill Hall 104; this information, as well as "Tests at a Glance" are available online at www.ets.org/praxis. Cost of the test(s) is paid by the student. The tests are administered six to seven times on campus during the academic year, through Student Support Services (Main 135, phone 394-8087). Students pay and register online one month in advance and should schedule their testing to allow at least six weeks after completion of the test(s) for delivery of scores to the TED Field Experience Office.
The above requirements may be reviewed in the "Teacher Education Student Handbook," which is available online at http://www.uwsuper.edu/acaddept/ted
Students should download applications from the Internet at least four weeks in advance of application deadlines to ensure adequate time for completion and return of the forms. They may be completed earlier. To review and/or download the Student Teaching and Internship Application instructions and form, go to the Teacher Education program homepage at http://www.uwsuper.edu/acaddept/ted. The Student Teaching Application needs to be word-processed.
Failure to have the necessary application forms submitted to the Office of Field Experiences by the deadline dates listed may mean a delay before the student teaching experience can be scheduled.
All student teaching applications must be completed by December 15 of the academic year preceding the academic year in which a student plans to student teach.
1. At the end of every semester, the instructor of each TED class at the 200, 300 or 400 level, or any special methods class, should turn in to the chair of the Educational Leadership program a paper copy of the final grade roster to include monitoring notations which indicate (using the letters below) students who:
a. show basic skill deficiencies, i.e., reading, writing, speaking, listening.
b. have missed more class meetings than expected.
c. demonstrate inappropriate social and interactive skills.
d. turn in assignments which are consistently late.
e. displayed in any number of ways, a lack of commitment to teaching.
f. other characteristics/performances that may be detrimental to teaching success.
The instructor will notify any student who was monitored, either at mid-semester or the end of the semester, explaining the area monitored and reminding the student of the monitoring policy. An email will be sent to the department chair, with a copy to the student.
2. The chair of the Educational Leadership program will compile a record of these "problem reports" and when problems are reported by at least two different instructors during a semester or across semesters, the advisor will be contacted and a meeting scheduled with the student, the advisor and the chair of the Teacher Education program to discuss the concern(s).
3. Following the meeting, the chair of the Educational Leadership program will compose a letter detailing the results and decisions of the meeting. This letter will be sent to the student and advisor, and a copy will be placed in the student's file in the Field Experience Office.
4. Any subsequent "problem report" in any education course after this conference will result in a mandatory meeting with the Teacher Education program to discuss the problem reports and the consideration of a career other than teaching.
5. If the subsequent "problem report" occurs in the semester prior to student teaching, the student teaching placement will be automatically cancelled for that semester.
If the student persists in the program, the student will be informed that unless documented evidence is supplied that identified problems have been remediated by the time of the student teaching interview, the Office of Field Experience will not place the student for student teaching.
For additional certifications, a student must show evidence of completion of:
1. Appropriate coursework:
a. furnish a list of coursework which has been completed.
b. furnish a list of which courses that need to be completed and when they will be taken.
2. Application to student teach: The online application must be completed, signed by the advisor, and turned into the Office of Field Experiences by December 15 of the year prior to student teaching.
3. Additional appropriate PRAXIS: scores must be at the Wisconsin passing levels.
4. Student teaching: nine weeks as assigned by the director of student teaching.
5. Portfolio: based on the 10 teaching standards and following the directions for student teaching portfolios including a rich reflection, with the exception of requiring one artifact per standard (rather than two). This portfolio is due to the Office of Field Experiences by the completion of student teaching and required for licensure.
To be recommended for licensure in Wisconsin and to be considered to have completed the program, the following must have been met:
1. Successful completion of the student teaching experiences which are documented by at least four written observations by the supervisor. The student will be evaluated on communication skills, content knowledge, human relations knowledge and pedagogical knowledge, directly related to the program's standards.
2. Two to three positive recommendations of cooperating teachers which document the ability of the student to satisfactorily meet the standards of the program, communication skills requirements, content knowledge, and human relations knowledge.
3. Successful compilation and presentation of an electronic portfolio which demonstrates that the student has met program standards and technology proficiency. Within this portfolio, the student demonstrates the ability to reflect on the standards of the program and to identify his or her further needs for development in each standard. This portfolio will be shared with an audience of peers, teachers, and administrators in part through a PowerPoint presentation.
Application Procedures for Graduation
Refer to the "Application for Degree" information in the Degree Requirements section at the front of the catalog.
Application Procedures for Teacher Certification/Licensure
The Certification Office is located in McCaskill Hall, room 102, (715-394-8295). States' contact information, applications and/or procedures are listed on the UW-Superior Teacher Certification website http://www.uwsuper.edu/cert.
A student should apply for his or her initial licensure through the Certification Office only after a degree is posted on his or her transcript; the information the student provides will be validated with the signature of the certification officer, and then mailed directly to the state licensing office. It is the responsibility of the student to initiate and follow through on the licensure process. Once an application leaves the Certification Office, the applicant will be contacted directly by the license bureau if there are any problems. The Wisconsin DPI maintains a database on the status of license applications at http://dpi.wi.gov/tepdl/lisearch.html.
Wisconsin licenses begin July 1. Renewal licenses do not require a certification officer's signature and therefore are not processed through the UW-Superior Certification Office.
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