Admission to the Teacher Education Programs
Elementary Education
General Requirements for Elementary Education
Major Requirements
Majors and Minors for Elementary Majors
Early Childhood Minor for Elementary Education Majors
Reading/Language Arts Minor for Elementary Education Majors
Science Minor for Elementary Education Majors
Social Studies Minor for Elementary Education Majors
Adaptive Education/Special Education Minor for Elementary Education Majors and Secondary Education Certification Students
General Transfer and Conversion Policies for Elementary Education Majors
Secondary Education Certification
General Education Requirements for Secondary Certification Students
Professional Requirements for Secondary Education Certification
Student Teaching and Internship
Monitoring Progress of Teacher Education Students
Recommendation for Licensure in
Wisconsin - Program Completion


Teacher Education

Faculty
Susan Bailey, Senior Lecturer
Ted Cox, Assistant Professor
Gail Peterson Craig, Associate Professor
Carlene Henderson, Senior Lecturer
Wendy Kropid, Associate Professor
Peggy Marciniec, Assistant Professor
Rhoda Robinson, Assistant Professor
Cecilia E. Schrenker, Professor

The Teacher Education Department (TED) programs are designed around a set of well-defined competencies 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 and their preparation in "Communication Across the Curriculum." 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 Spring Semester 2002-2003, there were approximately 288 elementary education majors. As of Spring semester 2003, there were 78 Early Childhood Education minors, 20 Reading/Language Arts minors, and 35 Adaptive Education-Special Education minors along with the various other minors available for elementary education majors. During the academic year 2001-2002, 393 students (elementary and secondary certification) had been admitted to the Teacher Education programs and were actively completing required coursework. Eighty-three students were reported as program completers. Eighty-five students took student teaching during the same time period. The ratio of full- and part-time faculty assigned to supervise student teachers during this time was one faculty member to seven students. Elementary education and secondary certification students complete one semester of supervised student teaching (approximately 700 hours) following many and various professional experiences.

Following are the Teacher Education Department’s mission, vision and philosophy, as well as standards for the elementary education and secondary certification programs. These standards represent those knowledges, dispositions and performances which are associated with effective and efficient teaching. These standards also serve as the guiding framework for the competencies developed within specific TED courses.

Notice: The Teacher Education programs are now in final implementation of the PI 34 changes (Wisconsin Department of Public Instruction). Please be aware that some additional changes will be occurring over the next year and each student is responsible to monitor, along with the help of his or her advisor, the addition of any changes. Note also the date listed for when policies have been affirmed and/or go into effect. Further details are available in the "Elementary Education Student Handbook" and the "Secondary Certification Student Handbook," available at http://www.uwsuper.edu/acaddept/ted.shtml These handbooks are updated each semester.

Mission, Vision, and Philosophy
(September 2000)

Mission Statement
The mission of the University of Wisconsin-Superior Teacher Education Department is to prepare teachers who provide high-quality instruction for the diverse preK—16 student population of the regional community, the state, and the nation. All Teacher Education programs work to serve traditional and nontraditional graduate and undergraduate students in a challenging yet supportive environment.

Vision Statement
The vision of the University of Wisconsin-Superior Teacher Education Department is to graduate teachers who are recognized and respected as:

-- dynamic leaders

-- independent and collaborative decision makers

-- critical thinkers

-- caring and knowledgeable individuals who are:

-- accepting of change

-- able to address the needs of all students; and who

-- value the profession and give back to it.

In developing these attributes, graduates of the University of Wisconsin-Superior Teacher Education programs will demonstrate that they meet the state and national standards for professional teacher development and licensure.

Philosophy Statement
In as much as we believe that education is a vital part of a democratic society, and that all students have the right to learn in a supportive environment, the University of Wisconsin-Superior Teacher Education Department asserts the following:

Teachers must know the content they teach.

Teachers have the responsibility to provide learning experiences which actively engage students.

Teachers must be able to select assessments which provide the most relevant information affecting their teaching and students’ learning.

Teachers must create and maintain effective learning environments.

Teachers must be aware of and respect diversity among people.

Teachers must be able to demonstrate and integrate within learning environments an awareness and respect for diversity among people.

Teachers must engage in teaching and learning as reflective, collaborative processes.

Teachers must realize that they as professionals are engaged in a collaborative endeavor among families, schools, and society.

Teachers must engage in professional development as a continuous process across the career span.

The development of teachers consistent with this philosophy is a responsibility we share with public and private schools, the Department of Public Instruction, professional organizations, and the broader institution of higher education.
 

Master Program Standards

Elementary Education Major / Secondary Certification (September 2000)

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 who acts with integrity, fairness, and in an ethical manner.


Admission to the Teacher Education Programs
All TED courses (except TED 200 [see item #3 below for course prerequisites], TED 352 and TED 488) require that students have successfully met all the entry point requirements of the Teacher Education programs (both elementary education majors and secondary certification). There are no conditional admissions. The entry point requirements are as follows.

1. Received a minimum grade of C in ENGL 101 and 102, COMM 110, MATH requirement of student’s major, and HPHP 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. (Required scores on the CBT computerized version of the tests are Reading 322, Writing 320, and Math 318.) Cost of the tests is paid by students.

3. Successfully completed TED 200 with a grade of B- minimum. Registration for this course requires successful (C grade level) previous completion of required core courses (listed in item #1 above) in mathematics (or student can test into a higher-level course), English, Communication Arts (unless one year of speech in high school with a B average) and the required Health and Wellness course on campus, and successful passage of the PPST exams. 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 Programs, and meeting 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.

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.

The GPA requirement reflects the commitment of the Teacher Education Department to producing excellent teachers who are liberally educated and have the content knowledge necessary to be able to teach well.

5. Successfully passed the criminal background check. 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.

6. Have a current health certificate on file in the University’s Health Services Office which verifies that the student's tuberculosis test was negative (tested within one year prior to application date).

7. Demonstrated technical expertise in computer and emerging technologies by successful creation of an electronic portfolio during TED 200. Transfer students, students with degrees, and reentry students who have previously taken TED 200 will document their technology competence if they do not participate in the campuswide electronic portfolio experience.

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 Record of Accomplishments, with supporting entries/artifacts/evidence annotated or reflected on 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 also 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 Record of Accomplishments and portfolio requirements, including the verification of oral communication abilities.

Freshmen and continuing students may be graduated either under the catalog under which they entered 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 DPI certification standards to be licensed 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 reapply for admission to the programs.

Information for All Prospective Teacher Education Students
PI 34 (Wisconsin Teacher Education Program Approval and Licenses) 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; (students completing BIOL 100 prior to Fall 2004 must also have completed BIOL 101).

On-campus students who are enrolled as elementary education majors or content area majors seeking secondary certification may not enroll in any TED courses that are taught in the Extended Degree format. Only elementary education majors may apply to do all their degree work through the Extended Degree format.

While exceptions to any policy can be petitioned, it is not in the best interest of secondary certification students to enroll in Extended Degree TED courses. Therefore, any petition by a student seeking secondary certification will not be approved by TED or the director of the Distance Learning Center. Only petitions by elementary education majors to do all degree coursework through the Extended Degree delivery system will be considered for approval.

Elementary Education
The elementary education curriculum is planned 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. Students who satisfactorily complete this program will be certified to teach in the elementary schools, grades birth through age 11 (PreK-6th grade) or ages 6-12/13 (1st - 7th/8th grades). The curriculum in elementary education leads to a Bachelor of Science Degree in Elementary Education.

General Requirements for Elementary Education
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 who is also a product of an emphasis on "Communication Across the Curriculum." Since students must have both a Western and Non-Western history/Contemporary cultures course as part of PI 34, these courses are identified below.

General Education Requirements:

Core Requirements:
ENGL 101 Freshman English 3 credits
ENGL 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
HPHP 102 Wellness and a Positive Lifestyle  3 credits

Knowledge Categories:

Humanities

History:
HIST 111, 151, 152, 210, 230, or 231 (Western)
or
HIST 219, 220, 225, 240, 241, or 281 (Non-Western) 3 credits

Literature:
ENGL 211, 212, 221, 222, or 228 (Western)
or
ENGL 241 or 242 (Non-Western)
or
ENGL 228 or 229 3 credits

Humanities Electives:
ANTH/FNS 110, 230, 242
or
ANTH/HIST 160, or 161 (Non-Western)
or
MUSI 161 (Non-Western)
or
PHIL 151, 211, 212 (Western)
or
SPAN 101, 102, 201, or 202 3 credits

Social Sciences

Contemporary Society:
POLS 230 or POLS 150 and 330 4-6 credits

Human Behavior:
ANTH 101 or 112
or
PSYC 101, or SOCI 101 (Western)
or
GEOG 102 (Non-Western) 3 credits

Natural and Physical Sciences

BIOL 100 (and 101 prior to Sept. 2004) 3 credits
GEOL 170 or 130 3 credits
PHYS 100, 107 or 160
or
CHEM 100 or 101 or 102 4 credits

Fine and Applied Arts

Art History, Criticism and Appreciation:
ART 221 or 222 (Western)
or
ART 331 (Non-Western)
or
COMM 104 or 122 (Western)
or
MUSI 160 (Western)
or
MUSI 266 3 credits

Aesthetic Experience:
(Met by following class plus MUSI 383)
MUSI 170 3 credits

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.

Major Requirements

Students majoring in elementary education must complete the following sequence of courses as of Fall 2002.
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
TED 321/322 Teaching Elementary/Middle School Science 3.5 credits
TED 323/324 Teaching Elementary/Middle School Mathematics 3.5 credits
TED 331/332 Teaching Elementary/Middle School Social Studies 3.5 credits
TED 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 licensures and must be completed prior to student teaching) 3 credits
TED 441or 448 Student Teaching (Internship) in the Elementary/Middle School 12 credits
TED 494 Principles and Practices of Inclusive Teaching 2 credits
HPER 333 Human Performance Content, Methods
and Curriculum for the Elementary and Middle School Teacher 3 credits
HPRO 334 Health Content, Methods and Curriculum for the Elementary and Middle School Teacher  3 credits
ART 335 Elementary Art Methods 3 credits
MUSI 383 Teaching Elementary School Music       2 credits
 
Majors and Minors for Elementary Majors

Each elementary education major must complete an additional teaching major or minor. The choice of second major or minor must be made with the student's advisor.

Major: A minimum of 30 semester credits in one of the prescribed Teacher Education programs offered in the various departments within the university. Major requirements are listed in the catalog under the various departments.

Minor: Minors are available in the areas of early childhood education, geography, health education, library science, mathematics, reading/language arts, science, social studies, and adaptive education-special education. Geography, mathematics, health education, and library science minors are described in the appropriate program areas of this catalog. The other acceptable minors are described below.
 
Early Childhood Minor for Elementary Education Majors
The early childhood minor is designed to acquaint the student with developmentally appropriate education for children ages birth-8. The minor is planned to prepare the student with the professional knowledge, understanding and concern 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. The early childhood minor is open to elementary education majors only and is required for students seeking the Early Childhood through Middle Childhood Regular Education license in Wisconsin. Students minoring in early childhood education must complete the following sequence of courses.

A minimum of 21 credits to include the following required courses:

TED 352 Foundations of Early Childhood Education (permission of instructor required) 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).

The following courses will be taken only after admission to the Teacher Education programs. Courses are listed in the recommended sequence; taking courses out of sequence requires permission of instructor.

TED 353 Exceptional Educational Needs of Young Children  2 credits
TED 486 Administration of Preschool Programs  2 credits
TED 355 Early Childhood Curriculum I 3.5 credits
TED 357 Early Childhood Curriculum II 3.5 credits
TED 479 Young Children, Families, Educators: Communication and Collaboration 3 credits
TED 463 Developing Literacy PreK-3 3 credits

This minor requires a student teaching placement in a kindergarten (nine weeks; six credits) and a placement in grades 1-6 (nine weeks; six credits).

Reading/Language Arts Minor for Elementary Education Majors
The reading/language arts minor is to be planned by the student in consultation with his or her advisor. A written plan for the minor must be filed with the advisor at the time of the student's application for admission to the Teacher Education programs. Modifications in the plan may be made only with the consent of the advisor. The minor must be taken in connection with ages 6 - 12/13 (grades 1 - 7/8th) license which requires the taking of TED 407 and appropriate student teaching. This minor equips a prospective teacher to support the Wisconsin Model Academic Standards for English/Language Arts.

Required Courses:
A minimum of 21 credits to include the following:
LIBS 310 Young Adult Literature 3 credits
TED 406 Children's Literature 3 credits
TED 463 Developing Literacy Pre K-3 3 credits
TED 464 Developing Literacy, 4th-12th Grades 3 credits
TED 465 Using Literacy Processes in the Content Areas 3 credits

Electives: Select from the following courses. These courses added to the above required courses should total 21 credits for the minor. Courses selected reflect the areas of oral language, writing and literature.
COMM 115 Interpersonal Communication 3 credits
COMM 125 Beginning Acting 3 credits
COMM 251 Principles of Persuasion 3 credits
COMM 273 Fundamentals of Oral Interpretation of Literature 3 credits
COMM 332 Communication in Conflict 3 credits
COMM 467 Intercultural Communication 3 credits
ENGL 205 Introduction to Poetry                              3 credits
ENGL 206 Introduction to Fiction                               3 credits
ENGL 301 Advanced Expository Writing                  3 credits
ENGL 302 Business and Professional Writing   3 credits
ENGL 211/212 English Literature I and II 3 credits each
ENGL 221/222 American Literature I and II 3 credits each
ENGL 227 Contemporary Topics in Literature 1-6 credits
ENGL 228 Multi-Ethnic American Literature 3 credits
ENGL 229 Literature by Women 3 credits
ENGL 241/242 World Literature I and II 3 credits each
ENGL 251 Creative Writing: Memoirs 3 credits
ENGL 252 Creative Writing: Poetry 3 credits
ENGL 307 English Grammar 3 credits
ENGL 350 Advanced Creative Writing 3 credits
ENGL 405 History of the English Language 3 credits
 

Science Minor for Elementary Education Majors
This minor is designed to provide breadth and sufficient depth across the broad range of biological, chemical, physical and earth science disciplines, and includes an environmental emphasis. A written plan for the minor must be filed with the advisor at the time of the student's application for admission to the Teacher Education programs. Any modifications in the plan may be made only with the advisor's consent. The minor must be taken in connection with ages 6 -12/13 (grades 1 - 7/8) licensure, which requires the taking of TED 407 and appropriate student teaching. This minor equips a prospective teacher to support the Wisconsin Model Academic Standards for Science.

The elementary education science minor will include a minimum of 22 credits from the following courses:

Required courses: 14 credits
BIOL 123 Concepts of Biology 4 credits
CHEM 100 Our Chemical Environment 2 credits
GEOL 110 Physical Geology 4 credits
PHYS 160 Physical Science 4 credits

Additional courses (of at least eight credits) may be chosen from Biology, Chemistry, Geology, or Physics. A minimum of seven of these credits must be numbered over 300.

Social Studies Minor for Elementary Education Majors
This minor is designed to provide breadth and sufficient depth across the broad range of social studies disciplines. The following strands serve as the foundation for the social studies array and choices: "People, places and environments;" "Time, continuity, and change;" "Power, authority, governance and responsibility;" "Production, distribution, exchange and consumption;" and "Individuals, institutions, and cultures." The minor is to be planned by the student in consultation with his or her advisor. A written plan for the minor must be filed with the advisor at the time of the student’s application for admission to the Teacher Education programs. Any modifications in the plan may be made only with the advisor’s consent. This minor must be taken in connection with ages 6 - 12/13 (grades 1 - 7/8) licensure which requires completion of TED 407 and appropriate student teaching. This minor equips a prospective teacher to support the Wisconsin Model Academic Standards for Social Studies.

Required Courses:
A minimum of 24 credits to include one from each of the following discipline categories. Students should make sure that within the minor they have had a Western and non-Western history/contemporary culture course experience. One-third of the credits (eight) must be at the 300 level or higher and should be chosen only with the concurrence of the student's advisor.

History, Western experience courses:
HIST 151, 152, 230, 231 or any other western experience history course approved by the student's advisor.

History, non-Western experience courses:
HIST 160, 161, 219, 220, 225, 240, 241, 281, or any other non-Western history course approved by the student's advisor.

Geography:
GEOG 100, 102 (both non-Western experience courses), or any other geography course approved by the student's advisor.

Economics:
ECON 235, 250, 251, or any other economics course approved by the student's advisor.

Political Science:
POLS 230 or any other political science course approved by the student's advisor.

Anthropology:
ANTH 112, 315 (non-Western), or any other anthropology course approved by the student's advisor.

Psychology:
PSYC 101, or any other psychology course approved by the student's advisor.

Sociology:
SOCI 101 or any other sociology course approved by the student's advisor.

Adaptive Education/Special Education Minor
for Elementary Education Majors and
Secondary Education Certification Students

This minor prepares students to work successfully with special needs students within the general education classroom. It 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 licensure later. This minor may be taken in connection with either the middle childhood through early adolescence (ages 6 — 12/13) licensure or the early adolescence through adolescence (ages 10-21) licensure. All courses except TED 488 and the chosen elective can be taken only after admission to the Teacher Education program. The elective is chosen from a list pre-approved by the program advisor and available through faculty advisors. Alternative electives require prior approval from the program advisor.

For students who choose to further advance their education and preparation for teaching, this minor is Step 1 of a three-step program leading to Special Education licensure (Step 2) and ultimately to the M.S.E. Special Education degree (Step 3). The advisor for this program is Dr. Rhoda Robinson, Assistant Professor of Education, McCaskill 115A; (715)394-8029, rrobinso@uwsuper.edu

A minimum of 21-24 credits to include the following courses:

Core Courses: 12-14 credits
TED 488 The Exceptional Learner 3 credits
TED 483 Introduction to Cross-Categorical Special Education I 3 credits
TED 484 Introduction to Cross-Categorical Special Education II 3 credits
TED 493 Classroom and Behavior Management Strategies 3 credits
TED 494 Principles and Practices of Inclusive Teaching 2 credits
(students who have completed 15 credits in the minor and have maintained a 3.00 GPA in the minor, will not be required to take TED 494)

Individualized Elective: 3 credits
Elective should be selected from the list pre-approved by the program. Alternative electives require prior approval of the program advisor.

Methods and Field Experiences: 6 credits
TED 495 Methods of Adaptive Instruction 3 credits
TED 496 Practicum in Special Education 3 credits

Students who choose to have a double minor in Early Childhood and Adaptive Education-Special Education are required to take TED 407 to meet program requirements.
TED 407 The Middle School and Its Students 3 credits

General Transfer and Conversion Policies
for Elementary Education Majors

As of Fall 2002, 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 MATH 230 and 231; 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 currently met by taking BIOL 100; (students completing BIOL 100 prior to Fall 2004 must also have completed BIOL 101).

3. A student who is already certified in secondary education must meet the student teaching requirements of the desired licensure level.

4. A student who holds a bachelor's degree in liberal arts must meet the student teaching requirements of the desired licensure level.

5. The student's advisor will determine which transfer courses will be accepted as substitutions for the current elementary education program general education requirements.

6. In order for an education methods course from another institution to be accepted as a substitute for a methods course at UW-Superior, it must have equivalent credit hours and be no more than five years old.

7. The student's elementary education advisor will determine course equivalency for all Teacher Education courses.


Secondary Education Certification
This curriculum in Teacher Education prepares students to teach those subjects in which they have completed teaching majors and teaching minors in middle/secondary schools (ages 10-21; grades 5 through post-high school), or in the special areas of physical education, art and music (known as comprehensive majors) to teach subjects from early childhood through the adolescent level.

Secondary education curriculum graduates may receive the Bachelor of Arts, Bachelor of Fine Arts, Bachelor of Music, or Bachelor of Science degree. (See requirements in major.)

General Education Requirements for Secondary Certification Students
Secondary 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 who is also a product of an emphasis on "Communication Across the Curriculum."

All secondary 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. All secondary certification candidates with a previous bachelor’s degree must also have taken HPHP 102, which is required for admission to the TED programs and registration for TED 200, as well as POLS 230 or its equivalent.

Baccalaureate degree-holders must meet the requirements of their major and minor, as each one is designed for secondary education certification. PI 34 (Wisconsin Teacher Education Program Approval and Licenses) 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; (students completing BIOL 100 prior to Fall 2004 must also have completed BIOL 101).

All candidates for secondary education certification must have either:

1) a teachable major and a teachable minor (coaching is considered a teachable minor for secondary education certification only);

2) two teachable majors;

3) a teachable broad field major;

or

4) an early childhood through adolescence teaching area (art, music, physical education – known as comprehensive majors).

A broadfield major may not require a minor. An early childhood-adolescence teaching area does not require a minor. Check with advisors on which majors and minors are "teaching" and whether a minor requires a certain major.

Professional Requirements for Secondary Education Certification
The professional requirements for secondary education certification students and for comprehensive majors in art, music and physical education consist of courses in the Teacher Education programs, student teaching, and appropriate methods courses in the major and minor areas. Students are required to take the methods course(s) prescribed for their minor(s), when different from those required for the major.

Professional Courses
TED 200 Introduction to Education  3 credits
TED253 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
TED 407* The Middle School and Its Students 3 credits
(*required for middle/secondary certification students (ages 10-21; grades 5-12);
strongly recommended for early childhood-adolescence (ages 0-18; grades preK-12th comprehensive majors)
TED 465 Using Literacy Processes in the Content Area  3 credits
TED 494 Principles and Practices of Inclusive Teaching 2 credits

and
Methods courses in major and minor fields (two-four credits) and 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*
*Minimum amount of credit

Students seeking certification in programs certifiable grades 5 - 12 (ages 10-21) must enroll in either TED 442 or 449. Students seeking certification in programs certifiable early childhood through adolescence (Art, Music and Physical Education) must enroll in TED 443 or 450 and possibly TED 442.

[It is recommended that TED 338/339 be taken in the junior or senior year and prior to the special methods courses. 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 studens should consult with his or her advisor to determine whether this is permitted; also, 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.]
 

Broad Field Science Certification

See the description for Broad Field Science in this catalog
 

Broad Field Social Studies Certification

See the description for Broad Field Social Studies in this catalog

Student Teaching and Internship
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 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.

Twelve semester credits are required for certification (one semester based upon the calendar of the public school at which the student teaches). Not more than two areas of certification may be completed in the semester period. Students seeking certification in more than two areas 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 State Department of Public Instruction and will be under contract to the cooperating school district. School districts must initiate the process for an internship through the Wisconsin Department of Instruction.

In addition to the requirements for student teaching, requirements for admission to the internship are:

A. A 3.00 grade point average in the major, minor and professional coursework.

  1. Excellent recommendations from two Teacher Education faculty who have seen the student’s teaching and also one content area faculty (form is available in the Office of Field Experience).

  2. Submission of the student’s current resume and a cover letter to the Director of Field Experience.

  3. Successful completion of an interview with the designated school district and selection for an internship.

Students should, whenever possible, plan to enroll in student teaching/internship during the fall or spring semesters of their senior year when major and TED coursework is completed. Minimal coursework in the minor may be completed after student teaching with consent of the director of field experiences and the student’s advisor. Students should arrange their schedules to permit devoting full time to the student teaching/internship responsibilities. It is possible that the student's assignment will be at a community far enough from the university to make taking classes on campus impossible. Outside employment during student teaching is strongly discouraged. No student may solicit a student teaching/internship placement on their own.

Student teachers may be permitted to enroll in independent studies, mini-courses and/or late afternoon and evening courses. Courses must be scheduled so as not to interfere with full-day teaching responsibilities, and the student must have prior approval of the director of field experiences.

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 (Principles of Learning; previously coded as TED 350) for elementary education majors and a minimum grade of C in each TED course for secondary certification students. As of January 1, 2004, TED 407, if required, must be completed at the C level (minimum) prior to student teaching.

  1. A minimum GPA of 2.75 (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.

  2. Not removed from the program because of problems reported through the monitoring process currently in place (see policy).

  3. Successful completion of designated program standards assignments within required TED courses. Each course will be focused on providing for the development of set knowledges, dispositions, and performances from the standards. Students must maintain designated assignments in the student’s working portfolio. In designated courses, particularly the methods courses, the student will become aware of and use the Wisconsin Model Academic Standards.

Items collected in the working portfolio (including the Record of Accomplishments and designated assignments) should be arranged into the 10 standards. Two to four artifacts from the Working Portfolio should be chosen for each standard and arranged into a Professional Portfolio. For each artifact chosen, the student shall briefly explain

    • What it is.

    • Why it was chosen.

    • What further learning is now planned.

  1. 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.

  2. Three positive recommendations to student teaching from TED faculty from whom the student has taken a course, and one from the major area faculty for secondary certification students.

  3. Successful completion of a written reflection assessment of the ability of the student with regard to one standard (randomly assigned per testing session) and his/her ability to respond to a general item (such as "Why I still want to be a teacher"). This assessment will occur at set arranged times during each semester. The student should take this assessment in the semester prior to when student teaching is to occur.

  4. Positive student teaching interview. The student will be judged on oral communication abilities and ability to present him/herself positively as a potential student teacher. Any students about whom the director of field experiences has concern will be referred to a meeting with the entire TED faculty to discuss those concerns.

The Record of Accomplishments form lays out all these requirements. It and other related forms may be reviewed in the "Elementary Education Student Handbook" and the "Secondary Certification Student Handbook," which are available online at http://www.uwsuper.edu/acaddept/ted.shtml

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 (pages 1 and 2) and form (pages 3 through 6), go to the Teacher Education Department homepage at http://www.uwsuper.edu/acaddept/ted.shtml

Application Deadlines
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 January 31 of the year preceding the academic year in which you plan to student teach.
 
Monitoring Progress of Teacher Education Students

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 Teacher Education Department a completed copy of the monitoring form which indicates (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.

2) The chair of the Teacher Education Department 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 (either TED or academic) will be contacted and a meeting scheduled with the student, the advisor and the chair of the Teacher Education Department to discuss the concern(s).

3) The notes on this meeting will be compiled by the chair of the Teacher Education Department and given to the student and the advisor following the meeting.

4) Any subsequent "problem report" in any education course after this conference will result in a mandatory meeting with the Teacher Education Department 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 director of field experiences will not place the student for student teaching.

Recommendation for Licensure in Wisconsin - Program Completion
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 completion and presentation of the portfolio which further documents that the student has met program standards, as well as communication skills requirements, content knowledge, and human relations knowledge.