2012-14 Undergraduate Catalog
Amy Carpenter, Field Experience Coordinator
Mary Churchill, Assistant Professor
Suzanne Griffith, Professor
Mary E. Lee-Nichols, Assistant Professor
Susan Masterson, Assistant Professor and Coordinator of Teacher Preparation
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 Student Handbook" is available at the Educational Leadership web site www.uwsuper.edu/acaddept/edl . This handbook is updated annually to reflect any changes in policies and procedures.
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.
All teacher education graduates will demonstrate mastery of the following Program Standards:
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.
The Wisconsin Department of Public Instruction serves as the accrediting agency for all approved education licensure programs offered at UWS. The teacher education programs at UWS are reviewed annually using the Continuous Review Process adopted by the Wisconsin Department of Public Instruction Under PI.34 (November, 2011).
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. The entry point requirements are as follows:
Freshmen and continuing students may be graduated under either 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. The maximum time between a catalog of entry and a catalog of exit is seven years.
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 petition to enroll 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:
The Teacher Education faculty is committed to building upon the liberal arts foundation acquired by students through their General Education courses of study. Elementary education
majors will be required to meet not only the General Education requirements of the university, but also a broader array of specified liberal arts courses. For example, students must have both a Western and non-Western history/contemporary cultures course as part of Wisconsin Law PI 34.
(MATH 102 with grade of C or higher is pre-req)
KNOWLEDGE CATEGORIES (27 credits required):
Humanities required courses (9 credits required):
History 3 credits:
HIST 111, 151, 152, 212, 230, 231, 254, or POLS 175 (Western)
HIST 161, 219, 220, 225, 240, 241, 281 (Non-Western)
Literature 3 credits:
ENGL 211, 212, 221, or 222 (Western)
ENGL 241 or 242 (Non-Western)
World Languages, Culture and Philosophy (Humanities) 3 credits:
CHIN 101, 102, 201,202; MUSI 161 (Non-Western)
FNS 110, 230, or 242; MUSI 161 (Diversity)
GERM 101, 102, 201, 202; PHIL 151, 211, 212 (Western)
PSYC 212; SPAN 101, 102, 201, 202
Social Sciences required courses (6 credits required):
Contemporary Society 3 credits:
POLS 230 OR POLS 150 and 330
Human Behavior 3 credits:
ANTH 101 (Diversity)
GEOG 102 (Non-Western)
POLS 100, 150, 260, 263; PSYC 101; SOCI 101, 201, 210, 273 (Western); WST 150
Natural and Physical Sciences required courses (9 credits required):
BIOL 100 -- 2 credits AND GEOL 110 or 170 -- 3 or 4 credits
PHYS 160 -- 4 credits OR CHEM 102 -- 4 credits
Fine and Applied Arts required courses (6 credits required):
Art History, Criticism and Appreciation 3 credits:
ART 221 or 222;COMM 104, 122, 285, 286, or 287 MUSI 160, MUSI 266 (Western)
ART 224 or 331 (Non-Western);
Aesthetic Experience 3 credits:
(Met by following class plus MUSI 383); MUSI 170
DIVERSITY AND NON-WESTERN CATEGORY
Diversity required course
T ED 270 -- 3 credits
Non-Western required course
Choose a course from above that is listed as Non-Western
Elementary Education Major Requirements
63 total credits
Each elementary education major must complete an additional teaching major or a teaching minor. The choice of second teaching major or teaching minor should be made with the student's advisor.
Major: A minimum of 36 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: The following minors are available for elementary education majors:
These are described in the appropriate program areas of this catalog. Coaching may not be used as a minor for elementary education majors.
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.
The secondary and K-12 teacher certification curriculum is designed to acquaint the student with the education of children from ages birth through 21 or ages 10-21 depending on certification focus. The curriculum is secondary and K-12 education programs lead to either a Bachelor of Science Degree or a Bachelor of Arts Degree. Students who satisfactorily complete this program will be certified to teach in secondary or K-12 settings.
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:
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.
38 total credits:
Professional Education required courses (26 credits required):
Methods Courses in major in minor fields -- 2-4 credits
Teaching Experience required course(12 credits required):
It is recommended that TED 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 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 is required to have successfully completed the admission process to the Teacher Education program.
TED 407 Required for students seeking Wisconsin EA-A certification and, strongly recommended for students seeking Wisconsin EC-A (pre-K-post high school) certification.
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."
See the description for Broadfield Language Arts Secondary Education Major (301) and English Minor (300) in English Program section of this catalog. To qualify for a license in Broad Field Language Arts (301), an individual shall have completed a language arts program major or major. The Language arts program shall include competencies in each of the subcategories listed in this subdivision under P134 with a concentration in at least one of the subcategories. A concentration is required to teach upper level high school courses in the specific subject category. English literature and composition subcategory is available as an individual minor license (300) and shall be included in the broad field language arts license.
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 coordinator 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:
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.
All coursework in a student's major, minor, general education, methods and TED courses must be completed prior to student teaching.
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.
While it is understood that student teachers may have commitments beyond the classroom, it is imperative these do not interfere with a successful student teaching experience. If these commitments do interfere with student teaching, the student may be asked to withdraw from the student teaching experience.
Evaluation of all student teaching and internships will be on a pass-fail basis.
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 Educational Leadership website at www.uwsuper.edu/edl. The Student Teaching Application must be word-processed.
Applications for student teaching must be submitted by September 15 for spring student teaching and by December 15 for fall student teaching. 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.
For additional certifications, a student must show evidence of completion of:
To be recommended for licensure in Wisconsin and to be considered to have completed the program, the following must have been met:
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 Swenson Hall, Room 2024, (715-394-8143). States' contact information, applications and/or procedures are listed on the UW-Superior Teacher Certification website at 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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