Teacher Education

• Faculty and Staff
• Teacher Education Program
• Special Accreditation
• Elementary Education Programs
  • Teacher Education Requirements
  • Elementary Education Major with Early Childhood Minor
  • Elementary Education Major with Middle School Teaching Minor
  • Elementary Education Minor
  • General Transfer Policies for Elementary Education Majors
• Secondary Education Programs
• General Education/University Studies Requirements for Secondary Education Certification/Licensure
• General Policies for Certified Teachers Adding Additional Certifications
• Special Education Teaching Minor With Certification
• Special Education Teaching Minor Without Certification
• K-12 Education Programs
  • Secondary Teaching Majors
  • Secondary Teaching Minors
• Student Teaching and Internship
• Successful Completion of the Student Teaching or Internship Experience

Faculty and Staff

Ali, Tanzeem, Assistant Professor, Science Education
Brown, Carol - Associate Professor, Counseling
Buncher, Michael - Academic Advisor and Certification Officer
Burdge, Maryjane - Assistant Professor, Special Education, Department Co-Chair
Carpenter, Amy - Senior Lecturer, Reading and Literacy, Student Teaching Supervisor
Churchill, Mary - Associate Professor, Teacher Education/EPP Coordinator, Department Co-Chair
Flaig, Amy - Academic Advisor, Field Experience and edTPA Coordinator
Graves, Peter - Senior Lecturer, Math Education
Hunt, Quintin - Assistant Professor, Counseling
Kronzer, Terri - Professor, Educational Administration
Lee-Nichols, Mary - Associate Professor, Teacher Education
Mainali, Bhesh - Assistant Professor, Math Education
Paul, John - Associate Professor, Counseling
Rady, Tammy - Academic Department Associate
Ridenour, Matthew - Assistant Professor, Social Studies Education
Schuelke, Nicholle - Assistant Professor, Teacher Education
Walkky, Taylor - Academic Advisor and Recruiter
Zbacnik, Amanda - Assistant Professor, Teacher Education

Adjunct Instructors

Amys, Anthony - Lecturer, Teacher Education
Bergum, Tamara - Senior Lecturer, Counseling
Bonneville, Maryann - Senior Lecturer, Counseling
Cook, Jessica - Senior Lecturer, Special Education
Ells, Jennifer - Lecturer, Early Childhood
Fullerton, Amy - Senior Lecturer, Counseling
Gamache, Rebecca - Lecturer, Early Childhood
Gilpin, Staci - Senior Lecturer, Special Education
Graves, Peter - Senior Lecturer, Teacher Education
Henson, Katherine - Lecturer, Reading and Literacy
Hinders, Kathy - Senior Lecturer, Special Education
Kamrath, Barry - Senior Lecturer, Educational Administration
Larson, Jon - Senior Lecturer, Student Teacher Supervisor
Larson Kidd, Susan - Senior Lecturer, Special Education
Murley, Steve - Senior Lecturer, Educational Administration
Oling, Lee - Senior Lecturer, Counseling
Pernu, Sally - Senior Lecturer, Special Education
Renwick, Matthew - Senior Lecturer, Educational Administration
Riggle, Andy - Senior Lecturer, Instruction
Riesgraf, Kristin - Lecturer, Math Education
Rochon, Lynn - Lecturer, Teacher Education
Rogers, Sonja - Senior Lecturer, Teacher Education
Trowbridge, Chad - Senior Lecturer, Educational Administration
Zeman, Lawrence - Senior Lecturer, Educational Administration
Zimmer, Amy - Lecturer, Teacher Education

Teacher Education Program

The Teacher Education (TED) program is designed around the Interstate Teacher Assessment and Support Consortium (InTASC) Model Core Teaching Standards, 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 students' General Education/University Studies -coursework.  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 student teaching experience. The program attempts to model the kind of learning environments we expect our graduates will create in the elementary and secondary schools.

Special Accreditation

The Wisconsin Department of Public Instruction serves as the accrediting agency for all approved education licensure programs offered at UW-Superior. The teacher education programs at UW-Superior are reviewed annually using the Continuous Review Process adopted by the Wisconsin Department of Public Instruction Under PI.34.

Elementary Education Programs

Two options are available for students seeking licensure in elementary education in Wisconsin. The Elementary Education Major with an Early Childhood Minor leads to an Early Childhood-Middle Childhood (EC-MC) license (Ages Birth-11; grades PK-6). The Elementary Education Major with Middle School Teaching Minor leads to a Middle Childhood-Early Adolescence (MC-EA) license (Ages 6-12/13; grades 1-8).

Secondary Education Programs

Many options are available for students seeking licensure in secondary education in Wisconsin. Each of these major leads to Early Adolescence-Adolescence (EA-A) licensure (Ages 10-21; grades 5-12) in their respective content area. Students are also required to complete a minor and should consult with their advisor to select a minor to complement their teaching (EA-A) major. Content area course requirements for each of the secondary education programs are available within the content area's section of the course catalog.

General Education/University Studies Requirements for Secondary Education Certification/Licensure

Secondary or K-12 teacher curriculum graduates may receive the Bachelor of Arts, Bachelor of Fine Arts, Bachelor of Music Education or Bachelor of Science degree. (See requirements in major.)

Secondary or K-12 teacher certification students are required to meet the General Education/University Studies requirements of the university, specifically including a local, state and national government course (POLS 230 OR POLS 150+POLS 330), 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 meet licensure requirements as outlined in PI-34 Wisconsin Teacher Education Program Approval and Licenses Law.

Professional Requirements for Secondary Certification/Licensure

The professional requirements for secondary education certification/licensure students consist of courses in the Teacher Education programs, appropriate methods courses in the major and minor areas, and student teaching.

Professional Education required courses (26 credits required):

Methods Courses in major/minor fields-2.00-4.00 credits

Teaching Experience required course (12 credits required):

Note: T ED 407 Required for students seeking Wisconsin EA-A certification and strongly recommended for students seeking Wisconsin EC-A (pre-K-post high school) certification

General Policies for Certified Teachers Adding Additional Certifications

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 needs to be completed including the terms to be taken.
2. Submission of Student Teaching Application including required supplemental materials by the application deadline.
3. Additional appropriate standardized test scores must be at the Wisconsin passing levels.
4. Student teaching: nine weeks as assigned by the coordinator of student teaching.

Special Education Teaching Minor With Certification

This minor prepares students to be highly qualified inclusion teachers as well as cross-categorical special education teachers.  Recently approved by the Wisconsin Department of Public Instruction, individuals who minor in special education and complete a student teaching experience in special education may be eligible for licensure in special education as a cross-categorical special educator. This type of license allows you to serve students with mild and moderate disabilities in the grade levels 1-12, depending on your practicum and student teaching experiences. You will have an emphasis area during your minor in one of the following: Specific Learning Disability, Emotional Behavioral Disorder, or Cognitive Disability. Assignments will determine your area of emphasis.

The special education minor that leads to the cross-categorical special education license is a direct pathway for an elementary education major.  The 21 credits of the Special Education Teaching Minor align directly to the Elementary Education major. The testing requirements are the same as well: PRAXIS II - Middle School Content and the Foundations of Reading Test.

Those students who are double minoring in Early Childhood and Special Education would be required to take the 21 credit minor, the testing requirements for special education, and TED 407.

Those students who are K-12 or 7-12 majors in a specific content area will have additional requirements to gain the special education license.  This is due to the emphasis of special educators teaching in the area of Reading and Math. ENGED 275 and ENGED 370 are additional requirements. Additionally, students will be required to complete another 9 weeks of student teaching, after their major student teaching is completed. In all, 12 additional credits are required for licensure for students with a K-12 or 7-12 major.

Student Teaching Requirements as determined by the Educator Preparation Program:

OR

Special Education Teaching Minor Without Certification

Students may opt to be students who are highly qualified inclusion teachers without the license. The 21 credits for the minor will suffice for the minor without certification. There is an option to continue in special education in the post baccalaureate program, in Master's level classes, that will lead to special education licensure, prior to the completion of a Master's Degree.

Special Education Teaching Minor Requirements

Required courses (21 credits required):

K-12 Education Programs

Three options are available for students seeking licensure in K-12 education in Wisconsin. All three comprehensive majors lead to an Early Childhood-Adolescence (EC-A) licensure (Ages 4-18; grades PK-12) in their respective content area. Program requirements for each of the K-12 education programs are available within the content area's section of the course catalog.

Professional Requirements for K-12 Certification/Licensure

The professional requirements for K-12 education certification/licensure students consist of courses in the Teacher Education programs, appropriate methods courses in the major and minor areas, and student teaching.

Professional Education required courses (26 credits required):

Methods Courses in major and/or minor fields - 2.00-4.00 credits

Teaching Experience required course (12 credits required)

Note: T ED 407 Required for students seeking Wisconsin EA-A certification and strongly recommended for students seeking Wisconsin EC-A (pre-K-post high school) certification

Note: It is recommended that T ED 339 be taken in the junior year. Because special methods courses may not be offered every year, it may be necessary to take the methods course before T ED 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. Music majors should check with the Music Department for special requirements.

• Art Education (EC-A)
• Music Education (EC-A)
  • Choral/General Music Concentration
  • Instrumental/General Music Concentration
• Physical Education (EC-A)

Student Teaching and Internship

In all student teaching or 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 or internship prepare students for successful completion of student teaching or internship.

Students are required to student teach full-time for at least eighteen weeks in one placement or nine weeks each in two placements based upon the calendar of the cooperating school(s). Twelve semester credits of full-time student teaching are required for certification.

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. Cooperating school districts inititate internship opportunities and are dependent upon availability within our cooperating school districts.

All coursework in a student's major, minor, general education/University Studies, and education courses is expected to be completed prior to student teaching or internship.  Students should arrange their schedules to permit devoting full time to the student teaching or internship responsibilities. Because student teaching or internship placement involves many legal and diplomatic considerations, students may not solicit a student teaching or internship placement on their own. Students are cautioned against having district administrators call on their behalf.

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. All student teaching must take place within a 400 mile radius of UW-Superior.

Criteria for Application for Student Teaching:

• A minimum grade of C in each education course.
• A minimum cumulative GPA of 3.00 (non-rounded) at the time of application as well as at the end of the semester prior to student teaching/internship experience.
• A plan for successful completion of all general education/University Studies, major, minor, education coursework prior to the beginning of student teaching.
• Successful completion of the electronic Teacher Education portfolio.
• Completion of Wisconsin state-required standardized test(s) for licensure areas at level(s) specified by the Wisconsin Department of Public Instruction.
• Submission of Student Teaching Application including required supplemental materials by the application deadline.

If you have any questions about applying for student teaching, contact your advisor.

Successful Completion of the Student Teaching or Internship Experience

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, the edTPA, which demonstrates that the student has met program standards and technology proficiency.  Teacher candidates are also required to fulfill the program's Senior Year Experience requirements.
4. A passing score on the edTPA is not required for graduation; however, a passing score is required to be certified for Wisconsin licensure.