Teacher Education

Faculty and Staff Top of Page

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

Teacher Education Program Top of Page

 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.

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.

Program Standards Top of Page

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.

Teacher Education Program Admission Requirements Top of Page

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:

  1. Received a minimum grade of C in WRIT 101 and 102, COMM 110, MATH or CSCI 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, TB test results, and of a passing criminal background report. There is no concurrent enrollment in TED 200 with any of these prerequisites.
  4. Achieved a cumulative grade point average (GPA) of 3.00 on at least 40 semester credits of collegiate-level course work which have been accepted into the Teacher Education program, and met degree requirements, with at least nine semester resident credits. The grade point average cannot result from rounding, but must be at least 3.00 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. 
  5. 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.
  6. Successfully passed the criminal background check (if not already completed in TED 200 or ECED 252). 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.
  7. 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).
  8. 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.
  9. Successfully completed the first entries in the student's portfolio, which requires evidence of 20 hours of work with children within TED 200; 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).
  10. Have this portfolio approved by the program coordinator. 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.
  11. Complete and submit the Application for Admission to the Teacher Education Programs form. A program review team recommends admittance based upon the completion of all admittance requirements.

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.

Elementary Education Major Requirements Top of Page

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:

  • birth through age 11 (PreK - 6th grade): Early Childhood through Middle Childhood (EC-MC) license in Wisconsin,
  • ages 6 through age 12-13 (1st - 7th/8th grades): Middle Childhood through Early Adolescence (MC-EA) license in Wisconsin.

General Requirements for Elementary Education

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.

CORE COURSE REQUIREMENTS (15 credits required):

College Writing I -- 3.00 credits
College Writing II -- 3.00 credits
Introduction to Communication -- 3.00 credits
[[MTHED 230]]

(MATH 102 with grade of C or higher is pre-req)

Health and Wellness -- 3.00 credits

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 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

Required courses:

Introduction to Education -- 3.00 credits
Human Development -- 3.00 credits
Multicultural Education -- 3.00 credits
Developing Literacy -- 3.00 credits
Theories of Student Learning -- 3.00 credits
Children's Literature -- 3.00 credits
Teaching Elementary/Middle School Science -- 3.00 credits
Using Mathematical Learning Processes in the Elementary /Middle School Content Areas -- 3.00 credits
Teaching and Field-Based Experience in Elementary/Middle School Social Studies -- 3.00 credits
Reading and Language Arts Methods -- 3.00 credits
The Middle School and its Students -- 3.00 credits

Student Teaching in the Elementary/Middle School -- 4.00 - 12.00 credits


Internship in Elementary /Middle School Teaching -- 6.00 - 12.00 credits

Principles and Practices of Inclusive Teaching -- 3.00 credits
Human Performance (P.E.) Content, Methods & Curr for the Elem and Midl Sch Tchr -- 3.00 credits
Health Content, Methods and Curriculum for the Elementary and Middle School Teacher -- 3.00 credits
Teaching Art in the Elementary Grades -- 3.00 credits
Teaching Music in the Elementary School -- 3.00 credits

Majors and Minors Required for Elementary Education Majors Top of Page

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:

  • Adaptive Education
  • Early Childhood
  • English
  • Language Arts (Broadfield)
  • Geography
  • German
  • Health Education
  • Library Science
  • Mathematics
  • Science
  • Social Studies
  • Spanish

These are described in the appropriate program areas of this catalog. Coaching may not be used as a minor for elementary education majors.

Monitoring Progress of Teacher Education Students Top of Page

  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:
    1. show basic skill deficiencies, i.e., reading, writing, speaking, listening.
    2. have missed more class meetings than expected.
    3. demonstrate inappropriate social and interactive skills.
    4. turn in assignments which are consistently late.
    5. displayed in any number of ways, a lack of commitment to teaching.
    6. 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 e-mail will be sent to the Coordinator of the Teacher Education Program, with a copy to the student.
  2. The Coordinator of the Teacher Education program will compile a record of these areas of concern 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 Coordinator of the Teacher Education program to discuss the concern(s).
  3. Following the meeting, the Coordinator of the Teacher Education program will compose a letter detailing the results and decisions of the meeting. This letter will be sent to the student, advisor, and Chair of the Educational Leadership Department. A copy will be placed in the student's file in the Field Experience Office.
  4. Any subsequent areas of concern reported in any education course after this conference will result in a mandatory meeting with the Teacher Education Advisory Committee (TEAC) to discuss areas of concern and the consideration of a career other than teaching.
  5. If the subsequent areas of concern occurs in the semester prior to student teaching, the student teaching placement may be canceled 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.

General Transfer and Conversion Policies for Elementary Education Majors Top of Page

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.

  1. Students converting to an elementary education major with baccalaureate course work/degree, or who are transferring to this institution from another college must meet the current elementary education total credit hour requirements for General Education in each category. If the student has completed or nearly completed a licensable secondary minor at the time of transfer to the elementary education major, he or she may be allowed to complete that minor.
  2. Additionally, the student is required to show specified courses in the following areas: Written and oral communications; mathematics including MTHED 230; fine arts; social studies, including national, state and local government; biological and physical sciences; the humanities, including literature, Western and non-Western history or contemporary culture. Environmental education is met by taking BIOL 100.
  3. A student who is already certified in secondary education (EA-A level) must meet the student teaching requirements of the desired licensure level.
  4. The student's advisor will determine which transfer courses will be accepted as substitutions for the current elementary education program general education requirements.
  5. In order for an education methods course from another institution to be considered as a substitute for a methods course at UW-Superior, it must at a minimum have equivalent credit hours and be no more than five years old.
  6. The student's elementary education advisor will determine course equivalency for all Teacher Education courses.

Secondary and K-12 Teacher Certification Requirements Top of Page

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:

  • Early Adolescence - Adolescence (EA-A) -- ages 10-21 (grades 5-12) - This license is for students who have competed a teaching major and teaching minor in content area (e.g. Biology, English, etc.)
  • Early Childhood - Adolescence (EC-A) -- ages birth-21 (grades preK-12) - This license is for students completing the teaching major in art, music or physical education.

General Education Requirements for Secondary Education Certification

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:

  • 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 needs to be knowledgeable and have an understanding of environmental education. Take BIOL 100.

All candidates for secondary or K-12 teacher certification must have one of the following:

  1. For the EA-A licensure: a broad area teaching major and a teaching minor in the same or a different broad area.
  2. For the EC-A licensure: a teaching major in art, music, or physical education; this licensure does not require a teaching minor.

See the Wisconsin Department of Public Instruction Index of Approved Programs 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.

Professional Requirements for Secondary or K-12 Teacher Certification

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):

Introduction to Education -- 3.00 credits
Human Development -- 3.00 credits
Multicultural Education -- 3.00 credits
Theories of Student Learning -- 3.00 credits
Instructional and Assessment Strategies -- 3.00 credits
The Middle School and its Students -- 3.00 credits
Content Area Literacy -- 3.00 credits
Principles and Practices of Inclusive Teaching -- 3.00 credits

Methods Courses in major in minor fields -- 2-4 credits

Teaching Experience required course

(12 credits required):

Student Teaching in the Middle/Secondary School -- 4.00 - 12.00 credits
Student Teaching in Special Areas-Early Childhood-Adolescence (4-18) -- 4.00 - 18.00 credits
Internship in Middle/Secondary School Teaching -- 6.00 - 12.00 credits
Internship in Special Areas Teaching K-12 -- 6.00 - 12.00 credits

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.

Broadfield Science Certification Top of Page

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."

Broadfield Social Studies Certification Top of Page

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."

Student Teaching and Internship Top of Page

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:

  1. 3.00 (non-rounded) grade point average in the major, minor and professional coursework.
  2. Excellent recommendations from faculty.
  3. Successful completion of an interview with the designated school district and selection for an internship.
  4. Evidence of:
  • Strong academic performance;
  • Effective planning and teaching in pre-service courses;
  • Reliability and dependability;
  • Ability to interact effectively with faculty, peers, and students;
  • Social awareness and emotional stability;
  • Creativity and flexibility; and
  • Ability to take initiative and work independently.

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.

Criteria for Application to Student Teaching

  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.
  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 should select course assignments to include in their working portfolio. In designated courses, particularly the methods courses, the student will become aware of and apply the Wisconsin Model 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 Wisconsin Educator Standards for Teachers. 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;
    • How the artifact serves as evidence of their proficiency for that standard
  6. Three positive recommendations to student teaching from content area faculty frm whom the student has taken a course, and one from the major area faculty for secondary certification students.
  7. 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. 8. 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 coordinator of field experience has concern will be referred to a meeting with the entire EdL faculty to discuss those concerns.
  8. 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, 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. IF a student's minor is a foreign language, he or she must also take the World Language test and pass it at the level assigned as passing. 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.

    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

    ETS/Praxis registration, test dates and contact numbers are available online at https://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 (Swenson Hall 1024-1025, phone 715-394-8087 ). 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.

    Spanish and German minors are required to complete the World Language Testing. Information can be found at http://www.languagetesting.com.

Applications for Student Teaching and Internships

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. The Student Teaching Application must be word-processed.

Application Deadlines

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.

General Policies for Certified Teachers Adding Additional Certifications Top of Page

For additional certifications, a student must show evidence of completion of:

  1. Appropriate coursework by furnishing a list of coursework which has been completed and a list of courses that need to be completed including the terms to be taken.
  2. Applications for student teaching must be submitted by September 15 for spring 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.
  3. Additional appropriate PRAXIS: scores must be at the Wisconsin passing levels.
  4. Student teaching: nine weeks as assigned by the coordinator of student teaching.

Program Completion and Recommendation for Licensure in Wisconsin Top of Page

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/licensing/check-status.

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.

Special Accreditation Top of Page

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).

Broadfield Language Arts Certification Top of Page

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.

Successful Completion of the Student Teaching Experience Top of Page

  1. 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. 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 share with an audience of peers, teachers, and administrators in part through a PowerPoint presentation (add-on certifications exempt).
  4. Successful completion of the Teacher Performance Assessment (TPA).