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|Master Program Standards||Science Teaching Minor||General Policies for Certified Teachers Adding Additional Certifications|
|Admission to the Teacher Education Programs||Social Studies Teaching Minor||Program Completion and Recommendation for Licensure in Wisconsin|
|Elementary Education Major||Adaptive Education/Special Education Minor||Application Procedures for Graduation|
|Majors and Minors for Elementary Majors||General Transfer and Conversion Policies||Application Procedures for Teacher Certification/Licensure|
|Early Childhood Minor||Student Teaching and Internship|
|Broadfield Language Arts/Reading Teaching Minor||Monitoring Progress of Teacher Education Students|
Elementary Teacher Education
Faculty and Academic Staff
Rebecca Ardren, Senior Lecturer
Susan Bailey, Senior Lecturer
Jennifer E. Christensen, Assistant Professor
Ted Cox, Associate Professor
James Geidner, Assistant Professor
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 standards 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 2006-2007 academic year, there were approximately 233 elementary education majors. There were 68 early childhood education minors, 24 broadfield language arts/reading arts minors, 23 adaptive education/special education minors, 16 science teaching minors, 14 social studies teaching minors, and 11 math teaching minors, in addition to various other minors available for elementary education majors. During that period, approximately 175 elementary education majors as well as 48 students seeking secondary certification and 29 seeking K-12 certification (252 students total) had been admitted to the Teacher Education programs and were actively completing required coursework. Seventy-three students took student teaching during the same year. The ratio of full- and part-time faculty assigned to supervise student teachers during this time was one faculty member to six students. The majority of student teacher supervision is undertaken by departmental faculty. Elementary education and secondary/K-12 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 standards. These standards represent the knowledge, dispositions and performances which are associated with effective and efficient teaching. These standards also serve as the guiding framework for the performances expected within specific TED courses.
The “Teacher Education Student Handbook” is available at http://www.uwsuper.edu/acaddept/ted. This handbook is updated annually to reflect any changes in policies and procedures.
Master Program Standards
Elementary Teacher Education Major/Secondary and K-12 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 elementary education major and secondary/K-12 certification TED courses (except TED 200) require that students have successfully met all the entry point requirements of the Teacher Education programs. 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 minimum grade of B-. Registration for this course requires successful (C grade level) previous completion of required core courses listed in item #1 above. 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 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 Teacher Education Standards, with supporting entries/artifacts/evidence annotated or reflected upon 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 regularly 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 Admission and Portfolio requirements, as well as 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 Department of Public Instruction (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/K-12 certification may not enroll in any TED courses that are taught as part of the Distance Learning program. Only elementary education majors may apply to do all their degree work through the Distance Learning TED program.
Elementary Education Major
The elementary education curriculum is designed 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 – 6th grade): Early Childhood through Middle Childhood (EC-MC) license in Wisconsin,
· ages 6-12/13 (1st – 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 Wisconsin Law, 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:
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
History: 3 credits
HIST 151, 152, 230, or 231 (Western)
HIST 160, 161, 219, 220, 225, 240, 241, or 281 (Non-Western)
Literature: 3 credits
ENGL 211, 212, 221, 222, or 228 (Western)
ENGL 241 or 242 (Non-Western)
ENGL 228 or 229 (Diversity)
World Languages, Culture and Philosophy (Humanities) electives: 3 credits
FNS 110, 230, 242 (Diversity)
MUSI 161 (Non-Western, Diversity)
PHIL 151, 211, 212 (Western)
SPAN 101, 102, 201, or 202
Contemporary Society: 4-6 credits
POLS 230 or POLS 150 and 330
Human Behavior: 3 credits
ANTH 101 (Diversity)
PSYC 101, or SOCI 101 (Western)
GEOG 102 (Non-Western)
Natural and Physical Sciences
BIOL 100 2 credits
GEOL 110 3 credits
PHYS 100, 107 or 160
CHEM 100 or 102 4 credits
Fine and Applied Arts
Art History, Criticism and Appreciation: 3 credits
ART 221 or 222 (Western)
ART 331 (Non-Western)
COMM 104 or 122 (Western)
MUSI 160 (Western)
MUSI 266 (Jazz/Western, Diversity)
Aesthetic Experience: 3 credits
(Met by following class plus MUSI 383)
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.
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 should 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, broadfield language arts/reading, science, social studies and adaptive education/special 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 from birth to age 11. 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 required for students seeking the Wisconsin EC-MC license (ages birth to 11; Early Childhood through Middle Childhood Regular Education). Students who minor in early childhood education must complete the following sequence of courses.
A minimum of 23 credits to include the following required courses:
TED 352 Foundations of Early Childhood Education 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).
Courses are listed in the recommended sequence; taking courses out of sequence requires permission of instructor.
TED 353 Exceptional Educational Needs of Young Children 3 credits
TED 486 Administration of Preschool Programs 3 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).
Broadfield Language Arts/Reading Teaching 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 taking TED 407 and appropriate student teaching. This minor equips a prospective teacher to support the Wisconsin Model Academic Standards for English/Language Arts.
A minimum of 21 credits to include the following:
LIBS 310 Young Adult Literature 3 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 Studio 3 credits
COMM 211 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 Writing Creative Nonfiction 3 credits
ENGL 221 American Literature I 3 credits
ENGL 222 American Literature II 3 credits
ENGL 228 Multi-Ethnic American Literature 3 credits
ENGL 229 Literature by Women 3 credits
ENGL 241 World Literature I 3 credits
ENGL 242 World Literature II 3 credits
ENGL 251 Creative Writing: Memoirs 3 credits
ENGL 252 Creative Writing: Poetry 3 credits
ENGL 307 English Grammar 3 credits
ENGL 405 History of the English Language 3 credits
Science Teaching 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 in 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. These courses must be numbered at the 300 level or greater.
Social Studies Teaching Minor for Elementary Education Majors
This minor is designed to provide breadth and sufficient depth across the broad range of social studies disciplines. The following strands serve as the foundation for the social studies array and choices: “People, places and environments”; “Time, continuity, and change”; “Power, authority, governance and responsibility”; “Production, distribution, exchange and consumption”; and “Individuals, institutions, and cultures.” The minor is to be planned by the student in consultation with his or her advisor. A written plan for the minor must be filed with the advisor at the time of the student’s application for admission to the Teacher Education programs. Any modifications in the plan may be made only with the advisor’s consent. This minor must be taken in connection with 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.
A minimum of 24 credits to include one from each of the following discipline categories. Students should make sure that within the minor they have had a Western and non-Western history/contemporary culture course experience. One-third of the credits (eight) must be at the 300 level or higher and should be chosen only with the concurrence of the student’s advisor.
History, Western experience courses:
HIST 151, 152, 230, 231 or any other western experience history course approved by the student’s advisor.
History, non-Western experience courses:
HIST 160, 161, 219, 220, 225, 240, 241, 281, or any other non-Western history course approved by the student’s advisor.
GEOG 100, 102 (both non-Western experience courses), or any other geography course approved by the student’s advisor.
ECON 235, 250, 251, or any other economics course approved by the student’s advisor.
POLS 230 or any other political science course approved by the student’s advisor.
ANTH 315 (non-Western), or any other anthropology course approved by the student’s advisor.
PSYC 101, or any other psychology course approved by the student’s advisor.
SOCI 101 or any other sociology course approved by the student’s advisor.
Adaptive Education/Special Education Minor for Elementary Education Majors
This minor prepares students to work successfully with students who have special education needs 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 6–12/13) 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 483 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, email@example.com
SPECIAL NOTE: The coursework listed for the Adaptive Education/Special Education Minor for Elementary Education Majors on page 71 of the 2008-2010 Catalog print edition is not correct. The following is the official and correct description of the minor coursework required for both Elementary Education Majors:
A minimum of 21-26 credits to include the following
Core courses: 15-17 credits
TED 483 Introduction to Cross-Categorical Special Education 3 credits
TED 484 Differentiating Curriculum 3 credits
TED 488 Learners with Exceptional Needs: CD, LD, EBD 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 (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) 2 credits
Individualized Elective: 3 credits
The following electives have been pre-approved by the program. Alternative electives will be considered but require prior approval of the program advisor.
COMM 211 Interpersonal Communication 3 credits
FNS 242 First Nations Values and Spiritual Beliefs 3 credits
FNS 350 First Nations History I 3 credits
SOW 227 Interpersonal Skills 3 credits
COMM 495 Special Topics: American Sign Language 3 credits
COMM 46 Intercultural Communication 3 credits
Methods and Field Experiences: 6 credits
TED 495: Methods of Adaptive Instruction 3 credits
TED 496: Principles and Practices of Inclusive Teaching 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 (EA – A level) 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 of student teaching 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 approval 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
o Strong academic performance;
o Effective planning and teaching in pre-service courses;
o Reliability and dependability;
o Ability to interact effectively with faculty, peers, and students;
o Social awareness and emotional stability;
o Creativity and flexibility; and
o Ability to take initiative and work independently.
Students should plan to enroll in student teaching/internship when general education major, minor 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. Students are cautioned against having district administrators call on their behalf.
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 student’s major, minor, general education, methods and TED courses must be completed prior to student teaching; special circumstances may be considered.
Student teaching placements farther than 75 miles from UW-Superior will be charged a fee in addition to tuition. Placements within 75 miles of UW-Superior are considered tier 1 placements and will not be charged an additional fee. Placements between 76–225 miles from Superior will be charged a tier 2 fee; placements from 226–400 miles from Superior will be charged a tier 3 fee. Payment of this fee is due at the beginning of the student teaching placement. Placement fees for tier 2 and tier 3 placements will be established for each academic year by the start of the spring semester of the prior academic year.
Outside employment during student teaching is strongly discouraged, and must not exceed 20 hours. Prior approval of the Office of Field Experiences 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
1. A minimum grade of C in each TED methods course and TED 300 for elementary education majors and a minimum grade of C in each TED course for secondary certification students. 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.
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 at www.uwsuper.edu/acaddept/ted ).
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 knowledge, dispositions, and performances from the standards. Students must maintain designated assignments in their working portfolio. In designated courses, particularly the methods courses, the student will become aware of and apply the Wisconsin Model Academic Standards.
Items collected in the portfolio (including the Record of Accomplishments and designated assignments) should be arranged into 10 standards, one for each of the ten 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). This assessment will occur at 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 field experience 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 student’s 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.
The Teacher Education Department reserves the right to require a score exceeding that established by DPI. 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, 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 Student Support Services (Main 135, phone 394-8087). Students pay and register online 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 above requirements may be reviewed in the “Teacher 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. The Student Teaching Application needs to be word-processed.
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 paper copy of the final grade roster to include monitoring notations which indicate (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.
The instructor will notify any student who was monitored, either at mid-semester or the end of the semester, explaining the area monitored and reminding the student of the monitoring policy. An email will be sent to the department chair, with a copy to the student.
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. Following the meeting, the chair of the Teacher Education Department will compose a letter detailing the results and decisions of the meeting. This letter will be sent to the student and advisor, and a copy will be placed in the student’s file in the Field Experience Office.
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 Office of Field Experience will not place the student for student teaching.
General Policies for Certified Teachers Adding Additional Certifications
For additional certifications, a student must show evidence of completion of:
1. Appropriate coursework:
a. furnish a list of coursework which has been completed.
b. furnish a list of which courses need to be completed and when they will be taken.
2. Application to student teach: The online application must be completed, signed by the advisor, and turned into the Office of Field Experiences by December 15 of the year prior to student teaching.
3. Additional appropriate PRAXIS: scores must be at the Wisconsin passing levels.
4. Student teaching: nine weeks as assigned by the director of student teaching.
5. Portfolio: based on the ten teaching standards and following the directions for student teaching portfolios including a rich reflection, with the exception of requiring one artifact per standard (rather than two). This portfolio is due to the Office of Field Experiences by the completion of student teaching and required for licensure.
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 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 (715-394-8295), 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 http://dpi.wi.gov/tepdl/lisearch.html
Wisconsin licenses begin July 1st. Renewal licenses do not require a certification officer’s signature and therefore are not processed through the UW-Superior Certification Office.