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
These handbooks are updated each semester.
Mission, Vision, and Philosophy
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.
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
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
Teachers must create and maintain effective
Teachers must be aware of and respect diversity
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
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
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
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.
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.).
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.
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.
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.
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.
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
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).
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.
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
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
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
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
Only petitions by elementary education majors to do all degree coursework
through the Extended Degree delivery system will be considered for approval.
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
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:
ENGL 101 Freshman
ENGL 102 Freshman
COMM 110 Introduction to Communication 3 credits
MATH 102 Intermediate Algebra 2
MATH 230 Foundations of Math I 3 credits
MATH 231 Foundations of Math
HPHP 102 Wellness and a Positive Lifestyle 3 credits
HIST 111, 151, 152, 210, 230, or 231 (Western)
HIST 219, 220, 225, 240, 241, or 281 (Non-Western) 3
ENGL 211, 212, 221, 222, or 228 (Western)
ENGL 241 or 242 (Non-Western)
ENGL 228 or 229 3
ANTH/FNS 110, 230, 242
ANTH/HIST 160, or 161 (Non-Western)
MUSI 161 (Non-Western)
PHIL 151, 211, 212 (Western)
SPAN 101, 102, 201, or 202 3
POLS 230 or POLS 150 and 330 4-6
ANTH 101 or 112
PSYC 101, or SOCI 101 (Western)
GEOG 102 (Non-Western) 3
Natural and Physical Sciences
BIOL 100 (and 101 prior to Sept. 2004) 3
GEOL 170 or 130 3
PHYS 100, 107 or 160
CHEM 100 or 101 or 102
Fine and Applied Arts
Art History, Criticism and Appreciation:
ART 221 or 222 (Western)
ART 331 (Non-Western)
COMM 104 or 122 (Western)
MUSI 160 (Western)
MUSI 266 3
(Met by following class plus MUSI 383)
MUSI 170 3
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
Students majoring in elementary education must complete the following
sequence of courses as of Fall 2002.
TED 200 Introduction to Education 3
TED 253 Human Development 3
TED 270 Multicultural
Nonsexist Education 3
TED 275 Developing
Literacy (including lab) 3 credits
TED 300 Principles of
TED 321/322 Teaching Elementary/Middle
School Science 3.5
TED 323/324 Teaching Elementary/Middle
School Mathematics 3.5
TED 331/332 Teaching
Elementary/Middle School Social Studies 3.5
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
TED 441or 448 Student
Teaching (Internship) in the Elementary/Middle School 12 credits
TED 494 Principles and Practices
of Inclusive Teaching 2
HPER 333 Human Performance Content,
and Curriculum for the Elementary and Middle School Teacher 3
HPRO 334 Health Content, Methods and
Curriculum for the Elementary and Middle School Teacher 3 credits
ART 335 Elementary Art
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
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
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
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
(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
TED 486 Administration of
Preschool Programs 2
TED 355 Early Childhood
Curriculum I 3.5
TED 357 Early Childhood
Curriculum II 3.5
TED 479 Young Children, Families,
Educators: Communication and
Collaboration 3 credits
TED 463 Developing
Literacy PreK-3 3
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
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.
A minimum of 21 credits to include the following:
LIBS 310 Young Adult Literature 3
TED 406 Children's Literature 3
TED 463 Developing Literacy Pre
TED 464 Developing
Literacy, 4th-12th Grades 3
TED 465 Using Literacy
Processes in the Content Areas 3
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
COMM 125 Beginning Acting 3
COMM 251 Principles of
COMM 273 Fundamentals of Oral
Interpretation of Literature 3
COMM 332 Communication in
COMM 467 Intercultural
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
ENGL 211/212 English
Literature I and II 3
ENGL 221/222 American
Literature I and II 3
ENGL 227 Contemporary Topics
in Literature 1-6
ENGL 228 Multi-Ethnic
American Literature 3
ENGL 229 Literature by Women 3
ENGL 241/242 World Literature I
and II 3
ENGL 251 Creative
Writing: Memoirs 3
ENGL 252 Creative
Writing: Poetry 3
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
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.
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.
GEOG 100, 102 (both non-Western experience courses), or any other geography
course approved by the student's advisor.
ECON 235, 250, 251, or any other economics course approved by the student's
POLS 230 or any other political science course approved by the student's
ANTH 112, 315 (non-Western), or any other anthropology course approved by the
PSYC 101, or any other psychology course approved by the student's advisor.
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;
A minimum of 21-24 credits to include the following courses:
Core Courses: 12-14 credits
TED 488 The Exceptional Learner 3
TED 483 Introduction
to Cross-Categorical Special Education I 3
TED 484 Introduction
to Cross-Categorical Special Education II 3 credits
TED 493 Classroom
and Behavior Management Strategies 3
TED 494 Principles and Practices
of Inclusive Teaching 2
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
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
TED 407 The
Middle School and Its Students 3
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.
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.
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).
student who is already certified in secondary education must meet the student
teaching requirements of the desired licensure level.
student who holds a bachelor's degree in liberal arts must meet the student
teaching requirements of the desired licensure level.
student's advisor will determine which transfer courses will be accepted as
substitutions for the current elementary education program general education
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.
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
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
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
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:
teachable major and a teachable minor (coaching is considered a teachable minor
for secondary education certification only);
teachable broad field major;
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
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.
TED 200 Introduction to
TED253 Human Development
TED 270 Multicultural
Non-Sexist Education 3
TED 300 Principles of
TED 338 Instructional and
Assessment Strategies Lab 1 credit
TED 339 Instructional and
Assessment Strategies 3
TED 407* The Middle School
and Its Students 3
(*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
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
*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
Field Science in this catalog
Broad Field Social Studies Certification
See the description for
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
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.
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).
Submission of the
student’s current resume and a cover letter to the Director of Field
Successful completion of an
interview with the designated school district and selection for an
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
Criteria for Application to Student Teaching
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
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.
Not removed from the program
because of problems reported through the monitoring process currently in
place (see policy).
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
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
recommendations to student teaching from TED faculty from whom the student
has taken a course, and one from the major area faculty for secondary
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.
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
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
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
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
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
d) turn in assignments which are consistently
e) displayed in any number of ways, a lack of
commitment to teaching.
f) other characteristics/performances that may be
detrimental to teaching success.
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).
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.
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
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
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
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