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Master Program Standards Broad Field Science Certification Monitoring Progress of Teacher Education Students
Admission to the Teacher Education Programs Broad Field Social Studies Certification General Policies for Certified Teachers Adding Additional Certifications
Information for all Prospective Teacher Education Students Adaptive Education/Special Education Minor for Secondary and K-12 Teacher Certification Students Program Completion and Recommendation for Licensure in Wisconsin
Curriculum for Secondary and K-12 Teacher Certification Students Student Teaching and Internships Application Procedures for Graduation
Professional Requirements for Secondary or K-12 Teacher Certification Applications for Student Teaching and Internships Application Procedures for Teacher Certification/Licensure



Secondary and K-12 Teacher Certification


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 broad field reading/language 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) students 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 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 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.


Information for all Prospective Teacher Certification Students

PI 34 (Wisconsin Teacher Education Program Approval and Licenses Law) 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 must complete BIOL 100 to document knowledge and understanding of environmental education.


While exceptions to any policy can be petitioned, it is not in the best interest of secondary certification students to enroll in Distance Learning TED program courses.


Curriculum for Secondary and K-12 Teacher Certification Students


General Education Requirements for Secondary Education Certification

Secondary certification curriculum in Teacher Education prepares students for two different Wisconsin Teaching Licenses: 

Secondary or K-12 teacher 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 or K-12 teacher 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 and K-12 levels must exemplify the attributes of a liberally educated person.


All secondary and K-12 teacher 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. They must also have taken HHP 102, and POLS 230 or their equivalents and register for TED 200.


All secondary and K-12 teacher certification candidates with a previous bachelor’s degree must also meet the requirements of their UW-Superior major and minor, as each one is designed for secondary or K-12 teacher certification. PI 34 (Wisconsin Teacher Education Program Approval and Licenses Law) requires the following for licenses in science and or social studies: 

All candidates for secondary or K-12 teacher certification must have one of the following: 

1. For the EA-A licensure: a broad area teaching major and a teaching minor in the same or a different broad area.


2. For the EC-A licensure: a teaching major in art, music, or physical education; this licensure does not require a teaching minor.

See the Wisconsin Department of Public Instruction Index of Approved Programs ( for more specific information about EA-A licensures available at UW-Superior.


Check with content or Teacher Education advisors if you have questions about teaching majors and minors and requirements for each.


Professional Requirements for Secondary or K-12 Teacher Certification

The professional requirements for secondary or K-12 teacher certification students consist of courses in the Teacher Education programs, appropriate methods courses in the major and minor areas, and student teaching. Students are required to take the methods course(s) prescribed for their minor(s), when different from those required for the major.


Professional education courses:

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 Wisconsin EA-A certification and,
strongly recommended for students seeking
Wisconsin EC-A (pre-K-post high school) certification)

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


*[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 with the Music Department for 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. 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.”


Adaptive Education/Special Education Minor for Secondary and K-12 Teacher 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 EA-A or the EC-A teacher certification programs.


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,



SPECIAL NOTE: The coursework listed for the Adaptive Education/Special Education Minor for Secondary and K-12 Teacher Certification Students on page 101 of the 2008-2010 catalog print edition is not correct. The following is the official and correct description of the coursework required for Secondary and K-12 Teacher Certification Students:



A minimum of 21-26 credits to include the following courses:

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



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

·        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 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 .


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 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). 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 Office of Field Experiences 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 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


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 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 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


Applications for Student Teaching and Internships

Students should download applications 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 The Student Teaching Application needs to be word-processed.


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 paper copy of the final grade roster to include monitoring notations 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. 

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 10 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


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


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.