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Mission, Vision, and Philosophy

Reading/Language Arts Minor for Elementary Education Majors

Master Program Standards

Science Minor for Elementary Education Majors

Admission to the Teacher Education Programs

Social Studies Minor for Elementary Education Majors

Elementary Education Major

Special Education/Adaptive Education Minor for Elementary Education Majors

General Requirements for Elementary Education

General Transfer and Conversion Policies for Elementary Education Majors

Major Requirements

Student Teaching and Internship

Majors and Minors for Elementary Majors

Monitoring Progress of Teacher Education Students

Early Childhood Minor for Elementary Education Majors

Program Completion and Recommendation for Licensure in Wisconsin 

 

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Elementary Education

 

Faculty and Academic Staff

Susan Bailey, Senior Lecturer

Ted Cox, Assistant Professor

Gail Peterson Craig, Associate Professor

Carlene Henderson, Senior Lecturer

Wendy Kropid, Associate Professor

Peggy Marciniec, Associate Professor

Rhoda Robinson, Associate Professor

Cecilia E. Schrenker, Professor

 

The Teacher Education (TED) Department 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. The liberal education emphases on the campus are also incorporated in the TED programs. Students are involved in a wide range of learning activities combining theoretical concerns with practice accomplished through a variety of field experiences. Students are introduced to the classroom early in their professional training and continue to accept more responsibility throughout their program, culminating with the assumption of major responsibility for a class in the student teaching experience. The programs attempt to model the kind of learning environments we expect our graduates will create in the elementary and secondary schools.

The Teacher Education programs at UW-Superior are also performance based. During the 2004-2005 academic year, there were approximately 193 elementary education majors. There were 66 early childhood education minors, 24 social studies minors, 13 reading/language arts minors, and 37 special education-adaptive education-minors along with the various other minors available for elementary education majors. During that period, approximately 260 students (165 elementary and 95 secondary certification) had been admitted to the Teacher Education programs and were actively completing required coursework. Eighty-one 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 six 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 Departmentís 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.

 

The "Elementary Education Student Handbook" and the "Secondary Certification Student Handbook" are available at http://www.uwsuper.edu/acaddept/ted. These handbooks are updated each semester to reflect changes in policies and procedures and contain extensive detail on all policies and procedures.

 

Mission, Vision, and Philosophy

 

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 preKó16 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 studentsí 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

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 childrenís development of critical thinking, problem solving, and performance skills.

 

Standard 5 Learning Environment: The prospective teacher uses an understanding of individual and group motivation and behavior to create a learning environment that encourages positive social interaction, active engagement in learning, and self-motivation.

 

Standard 6 Communication Techniques: The prospective teacher uses an understanding of effective verbal and nonverbal communication techniques as well as instructional media and technology to foster active inquiry, collaboration, and supportive interaction in the classroom.

 

Standard 7 Planning Instruction: The prospective teacher understands how to and is able to organize and plan systematic instruction based upon knowledge of subject matter, pupils, the community, and curriculum goals.

 

Standard 8 Assessment: The prospective teacher understands and uses formal and informal assessment strategies to evaluate and ensure the continuous intellectual, social, and physical development of the pupil.

 

Standard 9 Professional Development: The prospective teacher understands the importance and purposes of professional development and is a reflective practitioner who continually evaluates the effect of his or her choices and actions on pupils, parents, professionals in the learning community and others, and who actively seeks out opportunities to grow professionally.

 

Standard 10 Professionalism: The prospective teacher understands the importance of and fosters relationships with school colleagues, parents, and agencies in the larger community to support pupil learning and well-being, and acts with integrity, fairness, and in an ethical manner.

 

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 or exceptions. The entry point requirements are as follows.

 

1.    Received a minimum grade of C in ENGL 101 and 102, COMM 110, MATH requirement of studentís major, and HHP 102. Some students may have received credit for these courses through other means as stated by the general university regulations (transfer policy, testing into a higher-level mathematics course other than MATH 230/231, etc.).

 

2.    Demonstrated competence in the basic skills of reading, writing and mathematics by passing at specified levels of performance the Praxis I Pre-Professional Skills Tests (PPSTs/CPPSTs). The scores required on the PPST written tests and CPPST computerized tests are: Reading 175, Writing 174, and Math 173. Cost of the tests is paid by students.

 

3.    Successfully completed TED 200 with a 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, communicating arts (unless one year of speech in high school with a B average) and the required health and wellness course on campus. Documentation of successful passage of the PPST exams and of a passing criminal background report also is required by the first day of class. There is no concurrent enrollment in TED 200 with any of these prerequisites.

 

4.    Achieved a cumulative grade point average (GPA) of 3.000 on at least 40 semester credits of collegiate-level course work which have been accepted into the Teacher Education Programs, and met degree requirements, with at least nine semester resident credits. The grade point average cannot result from rounding, but must be at least 3.000 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 (if not already completed in TED 200 or TED 352). The criminal background check must be completed for the most recent state in which the student has lived. Cost of the criminal background check is paid by the student. The state criminal background report must be dated within one year prior to the application acceptance date.

 

6.    Have a current health certificate on file in the universityís health services office which verifies that the student's tuberculosis test was negative (tested within one year prior to application acceptance 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 need to document their technology competence through successful completion of the electronic portfolio through independent study.

 

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 studentís presentation during student teaching. The portfolio is also reviewed by the advisor to monitor quality of the program and the studentís 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 of entry or the catalog of exit. Transfer students may select the pertinent catalog of entry which corresponds with the academic year in which they started at the previous institution, the UW-Superior catalog in effect at the time of transfer, or the catalog of exit. Students reentering UW-Superior may use their original catalog of entry or the current catalog or the catalog of exit. No matter which catalog a student uses for graduation, he or she may be required to meet new requirements in Teacher Education, especially if new certification policies have been put in place.

 

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 for licensure in the state of Wisconsin. DPI certification standards represent minimal requirements. Teacher Education programs have the right to exceed minimal requirements. Students who do not meet the requirements for admission to the Teacher Education programs within five years of the date of admission to the University must meet the requirements of the catalog current at the time of application to the programs. Admission to the programs remains valid for seven years. Students who fail to register for any classes for two consecutive semesters must reactivate their program status.

 

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

 

Elementary Education Major

 

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. The curriculum in elementary education leads to a Bachelor of Science Degree in Elementary Education. Students who satisfactorily complete this program will be certified to teach in the elementary schools in one of the following programs:

 

* birth through age 11 (PreK Ė 6th grade): Early Childhood through Middle Childhood (EC-MC) license in Wisconsin,

or

* ages 6-12/13 (1st Ė 7th/8th grades: Middle Childhood through Early Adolescence (MC-EA) license in Wisconsin.

 

 

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. A teacher at the elementary education level must possess all the traits of a liberally educated person. Since students must have both a Western and non-Western history/contemporary cultures course as part of PI 34, these courses are identified below. When more than one choice is available, selection will be made in consultation with the advisor.

 

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

HHP 102     Wellness and a Positive Lifestyle..........................3 credits

 

Knowledge Categories:

 

Humanities                                           

History: ................................................................................ 3 credits

HIST 111, 151, 152, 210, 230, or 231 (Western)

or

HIST 219, 220, 225, 240, 241, or 281 (Non-Western)   

 

Literature: .............................................................................3 credits

ENGL 211, 212, 221, 222, or 228 (Western)

or

ENGL 241 or 242 (Non-Western)

or

ENGL 228 or 229                                      

 

Humanities Electives: .............................................................3 credits

FNS 110, 230, 242

or

HIST 160, or 161 (Non-Western)

or

MUSI 161 (Non-Western)

or

PHIL 151, 211, 212 (Western)

or

SPAN 101, 102, 201, or 202                           

 

Social Sciences

 

Contemporary Society:  .......................................................4-6 credits

POLS 230 or POLS 150 and 330                         

 

Human Behavior: ....................................................................3 credits

ANTH 101

or

PSYC 101, or SOCI 101 (Western)

or

GEOG 102 (Non-Western)                               

 

Natural and Physical Sciences

 

BIOL 100  ...........................................................................2 credits

GEOL 170 or 110 ................................................................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: ............................... 3 credits

ART 221 or 222 (Western)

or

ART 331 (Non-Western)

or

COMM 104 or 122 (Western)

or

MUSI 160 (Western)

or

MUSI 266 (Jazz/Western)                              

 

Aesthetic Experience: ..........................................................3 credits

(Met by following class plus MUSI 383)

MUSI 170                                             

 

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. Do not make any choices without the advice of your advisor.

 

Major Requirements

Students majoring in elementary education must complete the following sequence of courses:

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 Wisconsin MC-EA licensures and must be completed prior to student teaching)................3 credits

TED 441(448)      Student Teaching (Internship) in the  Elementary/Middle School...............................12 credits

TED 494     Principles and Practices of Inclusive Teaching.....................................................................2 credits

HHP 343     Human Performance Content, Methods and Curriculum
for the Elementary and Middle School Teacher.......................................................................................3 credits

HHP 344     Health Content, Methods and Curriculum  for the Elementary/ 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 certification programs offered in the various departments within the university. Major requirements are listed in the catalog under the various departments.

 

Minor: Minors available for the elementary education major are in the areas of early childhood education, reading/language arts, science, social studies and special education/adaptive education, and are described below. Other minors for elementary education majors are in foreign languages German and Spanish, and in geography, health education, library science and mathematics; these are described in the appropriate program areas of this catalog. Coaching may not be used as a minor for elementary education majors. 

 

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 (Wisconsin EC-MC licensure). 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 (EC-MC) 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. Enrollment for TED 481 is handled through the Continuing Education office).

 

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 the Wisconsin MC-EA licensure (ages 6 - 12/13; grades 1 - 7/8th) 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 125    Beginning Acting....................................................3 credits

COMM 215    Interpersonal Communication ................................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 209    Business and Professional Writing.............................3 credits

ENGL 301    Advanced Expository 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 Wisconsin MC-EA licensure (ages 6-12/13; grades 1-7/8th) 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 studentís application for admission to the Teacher Education programs. Any modifications in the plan may be made only with the advisorís consent. This minor must be taken in connection with Wisconsin MC-EA licensure (ages 6-12/13; grades 1 - 7/8th) 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 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.

 

Special Education/Adaptive Education Minor for Elementary Education Majors

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 certification later. This minor may be taken in connection with the middle childhood through early adolescence (ages 6Ė12/13) Wisconsin MC-EA licensure, the early adolescence through adolescence (ages 10-21) Wisconsin EA-A licensure, or the comprehensive major (ages 0-21, preK-12) Wisconsin EC-A licensure. All courses except TED 488 can be taken only after admission to the Teacher Education program.

 

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, Associate Professor of Education, McCaskill 115A; (715)394-8029, rrobinso@uwsuper.edu

 

A minimum of 21-23 credits to include the following courses:

 

Core Courses: 15-17 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 407     The Middle School and Its Students....................................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 3.000 GPA in the minor will not be required to take TED 494)

 

Methods and Field Experiences: 6 credits

TED 495     Methods of Adaptive Instruction .......................................3 credits

TED 496     Practicum in Special Education ..........................................3 credits

 

General Transfer and Conversion Policies for Elementary Education Majors

The following requirements apply to transfer and conversion to an elementary education major from a secondary education certification program or transferring a four-year U.S. baccalaureate degree to an elementary education major.

 

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.

 

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.

 

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 Student Teaching/Field Experiences in both group and individual situations; participates in co-curricular activities; works with consultants in special areas; and cooperates with school and community patrons. Experiences prior to student teaching/internship prepare students well for successful completion of student teaching/internship. Completion of the coursework in a time of financial restraint both at the university and school system level does not guarantee an automatic placement for student teaching.

 

Twelve semester credits are required for certification (one semester based upon the calendar of the public school at which the student teaches or two placements of about nine weeks each). Not more than two areas of certification may be completed in the semester period. Students seeking certification in more than two subject areas or certification levels will be required to take additional student teaching/internship beyond the semester.

 

The internship program is for students who have demonstrated a high level of academic achievement and characteristics that would predict successful teaching. The program involves solo teaching for up to 50 percent of the day during a full semester. The student will operate under a special license obtained from the Wisconsin Department of Public Instruction and will be under contract to the cooperating school district. School districts must initiate the process for an internship through the Wisconsin Department of Public Instruction.

 

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

 

A.    A 3.000 grade point average in the major, minor and professional coursework.

B.    Excellent recommendations from faculty.

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

D.    Evidence of

         Strong academic performance;

         Effective planning and teaching in pre-service courses;

         Reliability and dependability;

         Ability to interact effectively with faculty, peers, and students;

         Social awareness and emotional stability;

         Creativity and flexibility; and

         Ability to take initiative and work independently.

Students should, 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. Students should arrange their schedules to permit devoting full time to the student teaching/internship responsibilities. Because student teaching/internship placement involves many legal and diplomatic considerations, students may not solicit a student teaching/internship placement on their own.

 

It is possible that the student's assignment will be at a community far enough from the university to make taking classes on campus impractical. All coursework in a studentís major, minor, general education, methods and TED courses must be completed prior to student teaching; special circumstances may be considered by the director of student teaching.   

 

Outside employment during student teaching is strongly discouraged, and must not exceed 20 hours. Prior approval of the Director of Student Teaching is required. If either coursework or work negatively interferes with a studentís teaching, the student will be requested to withdraw from the course and/or work activity.

 

Evaluation of all student teaching and internships will be on a pass-fail basis.

 

Criteria for Application to Student Teaching

Effective Fall 2004:

 

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 prior to student teaching.

 

2. A minimum GPA of 2.750 (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. Raising the minimum to 3.000 is under consideration, so be sure to review updated requirements each semester. 

 

3. Completion of all general education, major, minor, methods and TED coursework.

 

4. Not removed from the program because of problems reported through the

monitoring process currently in place (see policy).

 

5. Successful completion of designated program standards assignments within required TED courses. (The list of designated assignments will be reviewed by faculty and displayed in the COPE Center each fall semester by November 1.)  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 studentís 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 section, the student shall briefly explain:

         What artifacts were chosen;

         Why they were chosen;

         What specific further learning is now planned in that standard.

 

6. 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 studentsí files in the Office of Field Experiences.  

 

7. 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. 

 

8. Successful completion of a written reflection assessment of the the studentís ability with regard to one standard (randomly assigned per testing session) and the studentís ability to respond to a general item (such as "What will you be able to bring to a teaching staff that would make the staff want to hire you?"). 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. 

 

9. Positive student teaching interview. The student will be judged on oral communication abilities and ability to present himself or herself positively as a potential student teacher. Any students about whom the Director of Student Teaching has concern will be referred to a meeting with the entire TED faculty to discuss those concerns.

 

10. Passing of Wisconsin State-required Praxis II standardized test in content area(s). All education students must take at least one content test. Elementary Education majors take one of two content tests covering reading/English, mathematics, science and social studies. IF a studentís MINOR is health or a foreign language, he or she must also take the appropriate Praxis II content test and pass it at the level assigned as passing for a major in the field. This requirement and the passing scores have been determined by the Wisconsin Department of Public Instruction.

 

Before a student teaching placement will be made, passing Praxis II score(s) must be received by the Office of Field Experiences by April 15th for placement in the following fall and by September 15th for placement in the following spring. A student should therefore plan to register for the test(s), at the latest, by February 1st for the following fall placements and by July 1st for the following spring placements.

 

TED reserves the right to require a score exceeding that established by DPI.  Remember, each state sets its own test form and score requirements. Check the websites for states of interest and the ETS Praxis web at www.ets.org/praxis

 

ETS/Praxis registration forms, test dates and contact numbers are available in the Teacher Education Office, McCaskill Hall 113-A; this information, as well as "Tests at a Glance" are available online at www.ets.org/praxis. Cost of the test(s) is paid by the student. The tests are administered six to seven times on campus during the academic year, through the Office of Student Support Services (Main 135, phone 394-8087). Students pay and register one month in advance and should schedule their testing to allow at least six weeks after completion of the test(s) for delivery of scores to the TED Field Experience Office.

 

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

 

Applications for Student Teaching and Internships

Students should download applications from the Internet at least four weeks in advance of application deadlines to ensure adequate time for completion and return of the forms. They may be completed earlier. To review and/or download the Student Teaching and Internship Application instructions and form, go to the Teacher Education Department homepage at http://www.uwsuper.edu/acaddept/ted

 

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 December 15th of the academic year preceding the academic year in which a student plans 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 ďproblem reportsĒ 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 student teaching will not place the student for student teaching.

 

Program Completion and Recommendation for Licensure in Wisconsin 

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 programís 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 a paper portfolio which further documents that the student has met program standards, as well as communication skills requirements and content knowledge. This portfolio will be shared with an audience of peers, teachers, and administrators.

 

4. Successful compilation and presentation of an electronic portfolio which demonstrates that the student has met program standards and technology proficiency. Within this portfolio, the student demonstrates the ability to reflect on the standards of the program and to identify his or her further needs for development in each standard. This portfolio will be shared with an audience of peers, teachers, and administrators in part through a PowerPoint presentation.

 

Application Procedures for Graduation

Refer to the "Application for Degree" information in the Degree Requirements section at the front of the catalog.

 

Application Procedures for Teacher Certification/Licensure

The Certification Office, located in McCaskill Hall room 102 (715-394-8213), has both Wisconsin and Minnesota license application forms and instructions. These and other statesí contact information, applications and/or procedures are listed on the UW-Superior Teacher Certification website http://www.uwsuper.edu/cert

 

A student should apply for his or her initial licensure through the Certification Office only after a degree is posted on his or her transcript; the information the student provides will be validated with the signature of the Certification Officer, and then mailed directly to the state licensing office.  It is the responsibility of the student to initiate and follow through on the licensure process. Once an application leaves the Certification Office, the applicant will be contacted directly by the license bureau if there are any problems. The Wisconsin DPI maintains a database on the status of license applications at www.dpi.state.wi.us/dlsis/tel/lisearch.html

 

Wisconsin licenses begin July 1st of the year of application. Renewal licenses do not require a Certification Officerís signature and therefore are not processed through the UW-Superior Certification Office.