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|Mission, Vision, and Philosophy||Broad Field Science Certification|
|Master Program Standards||Broad Field Social Studies Certification|
|Special Education / Adaptive Education Minor for Secondary Education and Comprehensive Major Certification Students|
|Information for all Prospective Teacher Education Students||Student Teaching and Internship|
|Curriculum for Secondary Education Certification Students||Criteria for Application to Student Teaching|
|General Education Requirements for Secondary Education Certification|
|Professional Requirements for Secondary Education Certification||Program Completion and Recommendation for Licensure in Wisconsin|
Secondary Education Certification
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 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.
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
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 licensure.
In as much as we believe that education is a vital part of a democratic society, and that all students have the right to learn in a supportive environment, the University of Wisconsin-Superior Teacher Education Department asserts the following:
Teachers must know the content they teach.
Teachers have the responsibility to provide learning experiences which actively engage students.
Teachers must be able to select assessments which provide the most relevant information affecting their teaching and students’ learning.
Teachers must create and maintain effective learning environments.
Teachers must be aware of and respect diversity among people.
Teachers must be able to demonstrate and integrate within learning environments an awareness and respect for diversity among people.
Teachers must engage in teaching and learning as reflective, collaborative processes.
Teachers must realize that they as professionals are engaged in a collaborative endeavor among families, schools, and society.
Teachers must engage in professional development as a continuous process across the career span.
The development of teachers consistent with this philosophy is a responsibility we share with public and private schools, the Department of Public Instruction, professional organizations, and the broader institution of higher education.
Master Program Standards
Elementary Education Major/Secondary Certification
Master competencies, guiding the Teacher Education programs, are as follows:
Standard 1 Content and Curriculum: The prospective teacher understands the central concepts, tools of inquiry, and structures of the disciplines he or she teaches and can create learning experiences that make these aspects of subject matter meaningful for pupils.
Standard 2 Student Development and Learning: The prospective teacher understands how children and youth with broad ranges of ability learn and provides instruction that supports their intellectual, social, and personal development.
Standard 3 Diverse Learners: The prospective teacher understands how pupils differ in their approaches to learning and the barriers that impede learning and can adapt instruction to meet the various needs of pupils, including those with disabilities, exceptionalities, and diverse backgrounds.
Standard 4 Instructional Strategies: The prospective teacher understands and uses a variety of instructional strategies, including the use of technology, to encourage children’s development of critical thinking, problem solving, and performance skills.
Standard 5 Learning Environment: The prospective teacher uses an understanding of individual and group motivation and behavior to create a learning environment that encourages positive social interaction, active engagement in learning, and self-motivation.
Standard 6 Communication Techniques: The prospective teacher uses an understanding of effective verbal and nonverbal communication techniques as well as instructional media and technology to foster active inquiry, collaboration, and supportive interaction in the classroom.
Standard 7 Planning Instruction: The prospective teacher understands how to and is able to organize and plan systematic instruction based upon knowledge of subject matter, pupils, the community, and curriculum goals.
Standard 8 Assessment: The prospective teacher understands and uses formal and informal assessment strategies to evaluate and ensure the continuous intellectual, social, and physical development of the pupil.
Standard 9 Professional Development: The prospective teacher understands the importance and purposes of professional development and is a reflective practitioner who continually evaluates the effect of his or her choices and actions on pupils, parents, professionals in the learning community and others, and who actively seeks out opportunities to grow professionally.
Standard 10 Professionalism: The prospective teacher understands the importance of and fosters relationships with school colleagues, parents, and agencies in the larger community to support pupil learning and well-being, and 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 student’s major, and HHP 102. Some students may have received credit for these courses through other means as stated by the general university regulations (transfer policy, testing into a higher-level mathematics course other than MATH 230/231, etc.).
2. Demonstrated competence in the basic skills of reading, writing and mathematics by passing at specified levels of performance the Praxis I Pre-Professional Skills Tests (PPSTs/CPPSTs). The scores required on the PPST written tests and CPPST computerized tests are: Reading 175, Writing 174, and Math 173. Cost of the tests is paid by students.
3. Successfully completed TED 200 with a 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. 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 university’s 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 student’s presentation during student teaching. The portfolio is also reviewed by the advisor to monitor quality of the program and the student’s work.
10. Complete and submit the Application for Admission to the Teacher Education Programs form. The advisor recommends the student based upon the completion of the Record of Accomplishments and portfolio requirements, including the verification of oral communication abilities.
Freshmen and continuing students may be graduated either under the catalog 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.
Information for all Prospective Teacher Education Students
PI 34 (Wisconsin Teacher Education Program Approval and Licenses) requires the following for licenses in science and/or social studies:
For majors in the social studies disciplines, the student needs to take a course on "cooperative marketing and consumer cooperatives." Take one of the following: ECON 251, GEOG 100, SOCI 101 or HIST 256.
For majors in science and social studies disciplines, the student needs must complete BIOL 100 to document knowledge and understanding of environmental education.
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.
While exceptions to any policy can be petitioned, it is not in the best interest of secondary certification students to enroll in Distance Learning (Extended Degree) TED program courses. Therefore, any petition by a student seeking secondary certification will not be approved by TED or the director of the Distance Learning Center. Only petitions by elementary education majors to do all degree coursework through the Distance Learning (Extended Degree) delivery system will be considered for approval.
Curriculum for Secondary Education Certification Students
General Education Requirements for Secondary Education Certification
Secondary certification curriculum in Teacher Education prepares students to teach those subjects in which they have completed teaching majors and teaching minors in middle/secondary schools (Wisconsin EA-A licensure: ages 10-21; grades 5 through post-high school), or in the special areas of physical education, art and music (Wisconsin EC-A licensure, known as wide range licensure or comprehensive majors) to teach subjects from early childhood through the adolescent level.
Secondary education curriculum graduates may receive the Bachelor of Arts, Bachelor of Fine Arts, Bachelor of Music, or Bachelor of Science degree. (See requirements in major.)
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. Teachers at the secondary level must exemplify the attributes of a liberally educated person.
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 HHP 102, which is required for admission to the TED programs and registration for TED 200, as well as POLS 230 or its equivalent.
Baccalaureate degree-holders must meet the requirements of their major and minor, as each one is designed for secondary education certification. PI 34 (Wisconsin Teacher Education Program Approval and Licenses) requires the following for licenses in science and or social studies:
For majors in the social studies disciplines, the
student needs to take a course on "cooperative marketing and consumer
cooperatives." Take one of the following: ECON 251, GEOG 100, SOCI 101 or
For majors in science and social studies disciplines, the student needs to be knowledgeable and have an understanding of environmental education. Take BIOL 100.
All candidates for secondary education certification must have one of the following:
1. a teachable broad area major and a teachable minor in that area (Wisconsin EA-A licensure*).
2. a teachable broad area major and a teachable major or minor in another broad area (Wisconsin EA-A licensure*). Coaching is considered a teachable minor for secondary certification only.
3. a major in a comprehensive teaching area for early childhood through adolescence (Wisconsin EC-A* licensure fields: art, music, physical education); which do not require a minor.
*See Wisconsin DPI Administrative Code – Certification Rules PI 34 for Wisconsin licensure areas in the Early Adolescence through Adolescence level (PI 34.29) and the Early Childhood through Adolescence level (PI 34.30). - Excerpts are included in the Teacher Education “Secondary Certification Student Handbook.”
Check with advisors on which majors and minors are "teaching" and whether a minor requires a certain major.
Professional Requirements for Secondary Education Certification
The professional requirements for secondary education certification students and for comprehensive majors in art, music and physical education consist of courses in the Teacher Education programs, student teaching, and appropriate methods courses in the major and minor areas. Students are required to take the methods course(s) prescribed for their minor(s), when different from those required for the major.
TED 200 Introduction to Education.......................................3 credits
TED 253 Human Development..............................................3 credits
TED 270 Multicultural Non-Sexist Education.........................3 credits
TED 300 Principles of Learning.............................................3 credits
TED 338* Instructional and Assessment Strategies Lab...........1 credit
TED 339* Instructional and Assessment Strategies..................3 credits
(*see special requirements for music majors)
TED 407** The Middle School and Its Students.......................3 credits
(**required for students seeking middle/secondary certification - Wisconsin licensure EA-A: ages 10-21; grades 5-12; and, strongly recommended for students with comprehensive majors seeking Wisconsin EC-A licensure: ages 0-21; grades preK-12)
TED 465 Using Literacy Processes in the Content Area..........3 credits
TED 494 Principles and Practices of Inclusive Teaching..........2 credits
Methods courses in major and minor fields (2-4 credits)
A total of at least 12 credits in one of the following teaching experiences:
TED 442 Student Teaching in the Secondary School..................12 credits
TED 443 Student Teaching in Special Areas K-12 ....................12 credits
TED 449 Internship in Secondary Teaching................................12 credits
TED 450 Internship in Special Areas K-12................................12 credits
Students seeking certification in programs certifiable for Wisconsin EA-A licensure (ages 10-21; grades 10-21) must enroll in either TED 442 or 449. Students seeking certification in programs certifiable for Wisconsin EC-A or wide-range 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. Music majors should check special requirements. 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 student should consult with his or her advisor to determine whether this is permitted; also, before the student is allowed to take the special methods in the majors/minors, he or she must check whether he or she is required to have successfully completed the admission process to the Teacher Education programs.]
Broad Field Science Certification
See the description for Broad Field Science in this catalog. Wisconsin DPI defines PI 34 licensure criteria for “Upper Level” secondary certification students in broad field science as follows: “A person with a broad field science license may teach any science class at the early adolescence-adolescence level, up through grade 10, and any basic science class in grades 11-12 that is not: A) part of the college preparatory sequence; B) an advance placement course; C) an elective with more depth of content than basic courses. To teach a course under the criteria in A, B, or C (above), the teacher must have a concentration in that subject area.”
Broad Field Social Studies Certification
See the description for Broad Field Social Studies in this catalog. Wisconsin DPI defines PI 34 licensure criteria for "Upper Level" secondary certification students in broad social studies as follows: "A person with a broad field social studies license may teach any social studies class at the early adolescence-adolescence level, up through grade 10, and any basic social studies class in grades 11-12 that is not: A) part of the college preparatory sequence; B) an advance placement course; C) an elective with more depth of content than basic courses. To teach a course under the criteria in A, B, or C (above), the teacher must have a concentration in that subject area."
Special Education / Adaptive Education Minor for Secondary Education and Comprehensive Major 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 certification later. This minor may be taken in connection with either 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 3-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, firstname.lastname@example.org
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 Educatio .....................................................3 credits
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 the student’s 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 student’s 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 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 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 students’ 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 student’s ability with regard to one standard (randomly assigned per testing session) and the student’s 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 him/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. Secondary and K-12 certification students must take and pass a Praxis II content test of a “broad field” nature in their major (science, social studies, mathematics, language arts, art, music, physical education). They must also take and pass the Praxis II test in their MINOR area IF the minor is in a different field than their major (science, social studies, math, English, health, or foreign language). This requirement and the passing scores have been determined by the Wisconsin Department of Public Instruction.
Before a student’s 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 and the "Secondary Certification 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 Teacher Education Department website 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
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 you plan to student teach.
Monitoring Progress of Teacher Education Students
1. At the end of every semester, the instructor of each TED class at the 200, 300 or 400 level, or any special methods class, should turn in to the Chair of the Teacher Education Department a completed copy of the monitoring form which indicates (using the letters below) students who:
a. show basic skill deficiencies, i.e., reading, writing, speaking, listening.
b. have missed more class meetings than expected.
c. demonstrate inappropriate social and interactive skills.
d. turn in assignments which are consistently late.
e. displayed in any number of ways, a lack of commitment to teaching.
f. other characteristics/performances that may be detrimental to teaching success.
2. The chair of the Teacher Education Department will compile a record of these “problem reports” and when problems are reported by at least two different instructors during a semester or across semesters, the advisor (either TED, or academic) will be contacted and a meeting scheduled with the student, the advisor and the chair of the Teacher Education Department to discuss the concern(s).
3. The notes on this meeting will be compiled by the chair of the Teacher Education Department and given to the student and the advisor following the meeting.
4. Any subsequent “problem report” in any education course after this conference will result in a mandatory meeting with the Teacher Education Department to discuss the problem reports and the consideration of a career other than teaching.
5. If the subsequent “problem report” occurs in the semester prior to student teaching, the student teaching placement will be automatically cancelled for that semester.
If the student persists in the program, the student will be informed that unless documented evidence is supplied that identified problems have been remediated by the time of the student teaching interview, the director of 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 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 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/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 states’ 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 Officer’s signature and therefore are not processed through the UW-Superior Certification Office.