UNDERGRADUATE TEACHER EDUCATION

Transcription

UNDERGRADUATE TEACHER EDUCATION
CERTIFICATION
AT
CARDINAL STRITCH UNIVERSITY
"Devoted to bridging knowledge, practice, and service."
Our mission is to transform lives and communities by preparing leaders for
learning and service.
Revised: August 2015
TABLE OF CONTENTS
Introduction to the Undergraduate Teacher Education Program . . . . . . . . . . . . . . . . . . . . . . . . . . 1
Certification Options at Cardinal Stritch University . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 2
Admission Requirements for the Education Program . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 4
Course Sequences & Certification Checklists . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 6
Program Outcomes & Wisconsin State Teacher Standards . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 16
Assessment System . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 27
Testing Information. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 53
Background Checks. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 59
Policies & Appeal Procedures . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 60
Field Experiences & Student Teaching . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 63
Education Associations . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 92
Undergraduate Teacher Education Handbook 2015-2016
INTRODUCTION
The Undergraduate Teacher Education Program (UGTE) at Cardinal Stritch University
prepares teachers to impact student learning through research-based methodologies
and strong, positive relationships. We approach teacher education as a reflective,
rigorous process through which teacher candidates learn about themselves, their
students, and educational practice so our graduates can make the decisions necessary
to impact student learning positively across all contexts and with all students.
The education of teachers is a joint venture of the University and the public and private
schools that provide the vital laboratory settings for preparation. The program at Stritch
provides early and continuing experiences in public, private and professional
development schools. The theme of “bridging knowledge, practice and service”
connects and combines all elements of the programs, including course content in
general education, specialty studies, professional studies, clinical experiences, human
relations, assessment, and methods and modeling of instruction. Program outcomes are
grounded in the InTASC Model Core Teaching Standards.
At this time, the undergraduate education/teacher certification program is revising the
program to be highly congruent with the InTASC Standards. Students currently in the
program will be able to transition into the revised courses. Students are expected to
have technological competencies woven into the courses and seminars. A number of the
courses are still being planned as the curriculum mapping for the elementary and secondary majors continues. As changes occur, they will be amended to the catalog.
This program is accredited by the Wisconsin Department of Public Instruction and the
National Council for Accreditation of Teacher Education.
1
2
Teacher Certification/Licensure Areas
Early Childhood-Middle Childhood: Regular Education (Approx. ages of Birth–11 years old, grades PK-6)
Middle Childhood-Early Adolescence: Regular Education (Approx. ages of 6-12 years old, grades 1-8)
Students seeking Middle Childhood- Early Adolescence certification are required to complete a minor.
Minors offered by the School of Education:
• Literacy (All credits count toward the #316 Reading Teacher License (K-12)
• Special Education (Dual certification with Regular Ed/ Special Ed possible)
Content minors offered through the College of Arts and Sciences:
• Biology
• Political Science
• Chemistry
• Science (general)
• Computer Science
• Social Studies
• English
• Spanish
• History
• Speech/Communications
• Mathematics
• Theater
Early Adolescence - Adolescence (Approx. Ages of 10-21 years old, grades 6-12)
Students seeking Early Adolescence-Adolescence certification are required to complete a content-area major.
Content majors offered through the College of Arts and Sciences:
• Biology
• History
• Broad Field Social Studies
• Mathematics
• Chemistry
• Political Science
• Computer Science
• Sociology
• English
Early Childhood – Adolescence (Approx. Ages of Birth – 21 years old, grades PreK-12)
All students seeking Early Childhood-Adolescence certification are required to complete a content-area major.
Early Adolescence-Adolescence Content Majors available through the College of Arts and Sciences:
• Art
• Spanish
• Theater
Note: Content area departments are responsible for program advisement/curriculum for all courses outside of
education.
3
Dual Certification in Regular Education and Special Education
Students seeking dual certification in regular education and special education must choose from the special
education certifications below.
Middle Childhood-Early Adolescence: Cross Categorical Special Education (Approx. ages of 6-12 years old,
grades 1-8)
Students seeking Middle Childhood-Early Adolescence: Cross Categorical Special Education must
o complete licensure requirements for Early Childhood-Middle Childhood: Regular Education or Middle
Childhood-Early Adolescence: Regular Education
o complete the Special Education minor
o pass the Praxis 2: Middle School Content Test
o pass the Foundations of Reading Test
Early Adolescence - Adolescence: Cross Categorical Special Education (Approx. Ages of 10-21 years old,
grades 6-12)
Students seeking Early Adolescence - Adolescence: Cross Categorical Special Education must
o complete licensure requirements for Early Adolescence – Adolescence, including a content-area major
o complete the Special Education minor
o pass the Praxis 2: Middle School Content Test
4
ADMISSION REQUIREMENTS FOR THE
TEACHER EDUCATION PROGRAM
Students make a preliminary application to the Education Program by declaring education as a
major. Students will be enrolled in ED 100 Introduction to Education Seminar, followed by ED
205 Diversity and Multiculturalism and EDSED 225 Introduction to Inclusive Instruction and
Assessment.
REQUIREMENTS FOR ENROLLMENT in PORTFOLIO I:
• The student has completed ED 100, ED 205, and EDSED 225.
• The student has passed all three sections of the Praxis™ Core Academic Skills for Educators
(or the Praxis 1: PPST if taken prior to September 1, 2014) and the scores are on file in the
Regular Education Program offices.
• The student has an overall grade point average and education grade point average of
2.75.
• The student has earned a grade of “C” or better in all courses in the professional
sequence or education major.
• The student has obtained a minimum grade of B- in EN 102 and CA 101.
The student is officially accepted into the Education Program and Advanced Professional
Sequence upon successful completion of Portfolio I and with the approval of the Teacher
Education Committee.
REQUIREMENTS FOR ENROLLMENT IN PORTFOLIO II:
• The student has passed Portfolio I.
3.0.
• The student has earned a grade of “C” or better in all courses in the professional
sequence.
• The student has completed or is currently enrolled in EDSED 395.
• The transfer student has completed at least 21 credits with transcripts submitted and on
file in the Regular Education Program office for all courses completed off campus.
REQUIREMENTS FOR ENROLLMENT IN PORTFOLIO III and STUDENT TEACHING:
• The student has passed Portfolio II.
3.0.
• The student has passing scores on the appropriate Praxis II test. The Office of Field
Experience and Clinical encourages students to provide verification of passing scores on
the Praxis II by April 1st for Fall student teaching and by November 1st for Spring student
teaching.
• If seeking EC-MC, MC-EA, or Special Education licensure, the student has a passing score
on the Foundations of Reading Test.
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Additional Requirements:
No grade lower than a "C" will be accepted in Education courses (including ED, EDSED, RLA, and SED
courses). Students may repeat a course with an unacceptable grade only once. A second unacceptable
grade in the program (including ED, EDSED, RLA and SED courses) eliminates the student from the major
and/or minor. Any student who is eliminated from the major or a minor may follow the Education
department appeal process to be readmitted to the major. Please see the “Undergraduate Teacher
Education Program Appeal Procedure” outlined on Page 61 of this Handbook for more information.
Any student who is denied admission to the Advanced Professional Sequence or student teaching may
follow the appeal process as stated in the Cardinal Stritch University Undergraduate Catalog at
http://www.stritch.edu/catalogs.
Cardinal Stritch University and the instructors wish to affirm the intent of the Americans with Disability
Act. Any person enrolling in courses who may require alternative instructional and/or evaluative
procedures due to a disability should feel free to discuss these needs with the instructors so that
appropriate arrangements can be made. Appropriate documentation of disability must be on file in the
Regular Education Program office.
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Elementary Education
Suggested Course Sequence 2015
Year 1
Semester 1
ED100
Course Title
Credits
Intro to Education Seminar
1
3
4
Year 2
Semester 2
EDSED370
Supporting Individual Needs
2
*RLA xxx
Literacy 2
4
Year 3
Semester 2
ED313
Math Methods
3
ED318
ED385
Fine Arts Methods
Technology to Teach
3
2
4
Year 4
Semester 2
ED482/486
Student Teaching
9
2
ED495/ED455
Seminar/Portfolio3
3
Fundamentals of Special Education
3
EDSED340
*RLA xxx
Management and Classroom Culture 1
Literacy I
3
4
Year 4
Semester 1
EDSED395/EDSED360
ED490/ED355
Fundamentals of Inclusive Instruction
and Assessment/ Field1/Portfolio 1
Literacy 3
Science Methods
Social Studies Methods
Advanced Inclusive Instruction and
Assessment /Field 2
Teaching & Professionalism/Portfolio 2
Credits
Diversity and Multiculturalism
Intro to Inclusive Instruction and
Assessment
Year 2
Semester 1
EDSED317
Year 3
Semester 1
EDSED275/EDSED260
/ED255
*RLA xxx
ED314
ED315
Year 1
Semester 2
ED205
EDSED225
4
4
3
3
*Note: Program currently under revision. Courses subject to change.
7
EARLY CHILDHOOD - MIDDLE CHILDHOOD CERTIFICATION
(Approximate ages of Birth-11 years, grades PK-6)
Name
Semester
Planned
______ID #
Semester
Taken
Grade
_________Admit Date
Course Number
_Minor_____________
Course Title
ED 100
ED 205
Education for Diversity/Historical Foundations
EDSED225
Introduction to Inclusive Instruction & Assessment
Students must meet the following requirements for admission to the courses below:
_________ Praxis™ Core Academic Skills for Educators: 2 parts passed (Reading, Writing, Math)
EDSED317
Psychology of Learning /Fundamentals of SED
EDSED340
Management & Classroom Culture
RLA
LITERACY I or RLA 307
RLA
LITERACY 2 or RLA 312
_________ Praxis™ Core Academic Skills for Educators: 3 parts passed (Reading___, Writing__, Math__)
________ B- in EN101, EN102, CA101
_________2.75 GPA overall and in Education courses
Credit
1
3
4
3
3
4
4
EDSED275
EDSED260
ED255
Fundamentals of Inclusive Instruction & Assessment
Field Experience 1
Portfolio 1
3
1
0
EDSED370
RLA
ED313
ED314
ED315
ED318
ED385
LITERACY 3 or ED312
Math Methods
Science Methods
Fine Arts Methods
Technology to Teach
2-3
4
3
3
3
3
2
EDSED395
EDSED360
Advanced Inclusive Instruction, & Assessment
Field Experience 2
3
1
__3.0 gpa overall and in Ed courses
ED355
ED490
Portfolio 2
Teaching and Professionalism
0
2
_ PRAXIS II:Elementary Education Content Knowledge Test (5014) DATE PLANNED ____
_______________Foundations of Reading Test passed. DATE PLANNED _________
ED455
ED482
ED495
Portfolio 3
Student Teaching: EC-MC
Student Teaching Seminar
0
9
3
Please note: The undergraduate teacher education program is currently undergoing a revision to be highly congruent with the InTASC Model
Core Teaching Standards. Students currently in the program will be able to transition into the revised courses. The courses listed here are
subject to change with this revision.
8
MIDDLE CHILDHOOD – EARLY ADOLESCENCE CERTIFICATION
(Approximate ages of 6-12 years, grades 1-8)
Name
Semester
Planned
______ID #
Semester
Taken
Grade
_________Admit Date
Course Number
_Minor_____________
Course Title
Credit
ED 100
1
ED 205
3
EDSED225
4
_________Praxis™ Core Academic Skills for Educators: 2 parts passed (Reading, Writing, Math)
EDSED317
Psychology of Learning / Fundamentals of SED
3
EDSED340
3
RLA
Literacy I or RLA 312
4
RLA
Literacy 2 or RLA 314
4
_________Praxis™ Core Academic Skills for Educators: 3 parts passed (Reading____, Writing_____,Math_____)
________ B- in EN101, EN102, CA101
EDSED275
EDSED260
ED255
Field Experience 1
Portfolio 1
3
1
0
EDSED370
RLA
ED313
ED314
ED315
ED318
ED385
Literacy 3 or RLA 316
Math Methods
Science Methods
Fine Arts Methods
Technology to Teach
2-3
4
3
3
3
3
2
EDSED395
EDSED360
Advanced Inclusive Instruction, & Assessment
Field Experience 2
3
1
ED355
ED490
Portfolio 2
0
2
_ PRAXIS II:Middle School Content Knowledge Test (5146) DATE PLANNED __________
_______________Foundations of Reading Test Passed DATE PLANNED ________________
ED455
ED486
ED495
Portfolio 3
Student Teaching: MC-EA
0
9
3
9
Secondary Education
Suggested Course Sequence 2015
Year 1
Semester 1
ED100
Year 2
Semester 1
EDSED317
EDSED340
Course Title
Credits
1
Educational Psychology
Management & Class Culture
3
3
Year 3
Semester 1
RLA318
Content Area Literacy
4
RLA345
Adolescent Literature
3
Year 4
Semester 1
ED 380
ED 385
EDSED395/EDSED360
ED490/ED355
Specific Content Methods for
Secondary
Technologies to Teach
Advanced Inclusive Instruction
and Assessment for
Secondary/Field 2
Teaching &
Professionalism/Portfolio2
2
2
4
2
Year 1
Semester 2
ED205
EDSED225
Credits
Diversity and Multiculturalism
Intro to Inclusive Instruction
and Assessment
3
4
Adolescent Psychology
Management & Class Culture 2
3
2
Fundamentals of Inclusive
Instruction and Assessment for
Secondary/ Field1/Portfolio 1
4
Year 4
Semester 2
ED482/486
Student Teaching
9
ED495/ED455
Seminar/Portfolio 3
3
Year 2
Semester 2
PS 221
EDSED370
Year 3
Semester 2
EDSED275/EDSED
260/ED255
10
EARLY ADOLESCENCE-ADOLESCENCE CERTIFICATION
(Approximate ages of 10-21 years, grades 6-12)
Name
Semester
Planned
______ID #
Semester
Taken
Grade
_________Admit Date
Course Number
_Major_____________
Course Title
Credit
ED 100
1
ED 205
3
EDSED225
Introduction Inclusive Instruction & Assessment
4
PS221
Adolescent Psychology
3
EDSED317
Psychology of Learning /Fundamentals of SED
3
EDSED340
3
_________Praxis™ Core Academic Skills for Educators: 3 parts passed (Reading_____, Writing______, Math_____)
________ B- in EN101, EN102, CA101
EDSED275
3
EDSED260
ED255
for Secondary Education
Field Experience 1
Portfolio 1
EDSED370
RLA318
RLA345
2
4
3
ED380
ED385
EDSED395
Specific Content Methods for Secondary Ed
Technology in the Classroom
Advanced Inclusive Instruction, & Assessment for
Secondary Ed
Field Experience 2
2
2
3
EDSED360
1
0
1
ED355
ED490
Portfolio 2
0
2
_ PRAXIS II: Content Knowledge Test # ______________ DATE PLANNED __________
ED455
ED480
ED495
Portfolio 3
Student Teaching: EA-A
0
9
3
11
ART: EARLY CHILDHOOD-ADOLESCENCE CERTIFICATION
Name
Semester
Planned
Semester
Taken
Grade
______ID #
_________Admit Date
Course Number
_Major_____________
Course Title
Credit
ED 100
1
ED 205
3
EDSED225
4
PS202 / PS221
Life Span of Psychology or Adol Psych
3
EDSED317
3
EDSED340
3
________ B- in EN101, EN102, CA101
EDSED275
3
EDSED260
ED255
Field Experience 1
Portfolio 1
EDSED370
RLA318
RLA345
ED318
Fine Arts Methods
2
4
3
3
ED380
ED385
EDSED395
Specific Content Methods for Secondary Ed*
Technology in the Classroom*
Secondary Ed
Field Experience 2
2
2
3
EDSED360
1
0
1
ED355
ED490
Portfolio 2
0
2
_ PRAXIS II: Art Content Test (0133) DATE PLANNED _________
ED455
ED484
ED495
Portfolio 3
Student Teaching: Art
0
9
3
*Please note: These courses are under consideration as requirements for the EA-A Art Certification
12
WORLD LANGUAGES: EARLY CHILDHOOD-ADOLESCENCE CERTIFICATION
Name
Semester
Planned
______ID #
Semester
Taken
Grade
_________Admit Date
Course Number
_Major_____________
Course Title
Credit
ED 100
1
ED 205
3
EDSED225
4
PS202 or PS221 Life Span of Psychology or Adol Psych
3
EDSED317
3
EDSED340
3
________ B- in EN101, EN102, CA101
EDSED275
3
EDSED260
ED255
Field Experience 1
Portfolio 1
EDSED370
RLA318
RLA345
2
4
3
ED380
ED385
EDSED395
Technology in the Classroom (in development)
Secondary Ed
Field Experience 2
2
2
3
EDSED360
1
0
1
ED355
ED490
Portfolio 2
0
2
_ ACTFL Proficiency Tests Passed- See Advisor for Details DATE PLANNED _________
ED455
ED484
ED495
Portfolio 3
Student Teaching: World Languages
0
9
3
13
THEATER: EARLY CHILDHOOD-ADOLESCENCE CERTIFICATION
Name
Semester
Planned
______ID #
Semester
Taken
Grade
_________Admit Date
Course Number
_Major_____________
Course Title
Credit
ED 100
1
ED 205
3
EDSED225
4
PS202 or PS221 Life Span of Psychology or Adol Psych
3
EDSED317
3
EDSED340
3
________ B- in EN101, EN102, CA101
EDSED275
3
EDSED260
ED255
Field Experience 1
Portfolio 1
EDSED370
RLA318
RLA345
ED380
ED385
Technology in the Classroom (in development)
2
4
3
2
2
EDSED395
Secondary Ed
Field Experience 2
3
EDSED360
1
0
1
ED355
ED490
Portfolio 2
0
2
_ Praxis II: Theater Content Test Passed (5641) DATE PLANNED _________
ED455
ED484
ED495
Portfolio 3
Student Teaching: Theater
0
9
3
14
SPECIAL EDUCATION MINOR AND CERTIFICATION
Certifications available:
Middle Childhood-Early Adolescence: Cross Categorical Special Education
Early Adolescence - Adolescence: Cross Categorical Special Education
Students may earn a minor in Special Education. This will not include certification. To obtain
certification in Cross-Categorical Special Education, students must complete additional requirements
(see below). This cross-categorical program certifies candidates to teach students with learning
disabilities, cognitive disabilities and emotional/behavioral disabilities. For more information, contact
the Education program advisor.
Note: As part of the regular education program students are required to take EDSED225, 275, 395, and
340. These courses are also required for the special education minor and dual certification programs.
Special Education Minor Requirements
_______EDSED 317 Foundations of Special Education (3)
_______EDSED370 Supporting Individual Needs (3)
_______SED 345 Supporting Students in the School Environment (3)
_______SED 355 Collaborating with Families and Communities (3)
_______SED 325 Directed Field Work (1)
_______SED 337 Formal and Informal Assessment (3)
_______SED 463 Students with Autism Spectrum Disorders, (2)
Dual Certification in Regular Education and Special Education
Students seeking Middle Childhood-Early Adolescence: Cross Categorical Special Education must
o complete licensure requirements for Early Childhood-Middle Childhood: Regular Education or
Middle Childhood-Early Adolescence: Regular Education
o complete the Special Education minor (see courses listed above)
o pass the Praxis 2: Middle School Content Test (5146)
Students seeking Early Adolescence - Adolescence: Cross Categorical Special Education must
o Pass a course in Developmental Literacy
o complete licensure requirements for Early Adolescence – Adolescence, including a content-area
major
o complete the Special Education minor (see courses listed above)
o pass the Praxis 2: Middle School Content Test (5146)
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LITERACY MINOR
Undergraduate Literacy Minor Requirements:
Please note- the Undergraduate Literacy Minor is currently under revision. Requirements for the
minor may change.
_______ RLA 307: Emergent Literacy (5 credits/practicum)
_______ RLA 312: Developmental Literacy PreK-Primary (5 credits/practicum)
_______ RLA 314: Developmental Literacy Upper Elementary- Middle School (5 credits/practicum)
_______RLA 318: Content Area Reading in the Middle/ Secondary School (4 credits/practicum)
_______ RLA 340: Children’s and Adolescent Literature Across the Curriculum (3 credits)
_______ RLA 350: Literacy and the Exceptional Child (3 credits)
_______ RLA352: Literacy Intervention Programs (3 credits/ practicum)
(Preqs: RLA 307, 312, 314, 318, 340, 350)
All coursework from the Literacy Minor can be applied toward the #316 Reading Teacher License with
additional graduate coursework at Cardinal Stritch University.
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Program Outcomes for the Undergraduate Teacher Education Program
Alignment of InTASC Model Core Teaching Standards, which replace the Wisconsin
Teacher Standards in 2014, and current Wisconsin Ten Teacher Standards
The InTASC standards describe the Essential Knowledge, Critical Dispositions and
Performances that ALL teachers should possess.
INTASC Model Core Teaching
Standards
The Learner and Learning
1. Learner Development
2. Learner Differences
3. Learning Environment
Content Knowledge
4. Content Knowledge
5. Application of Content
Instructional Practice
6. Assessment
7. Planning for Instruction
8. Instructional Strategies
Professional Responsibility
9. Professional Learning and Ethical
Practice
10. Leadership and Collaboration
Wisconsin Ten Teacher Standards
2. Teachers know how children grow.
3. Teachers understand that children learn
differently.
5. Teachers know how to manage a
classroom.
1. Teachers know the subjects they are
teaching.
4. Teachers know how to teach .
8. Teachers know how to test for student
progress.
7. Teachers are able to plan different
kinds of lessons.
4. Teachers know how to teach.
6. Teachers communicate well.
9. Teachers are able to evaluate
themselves.
10. Teachers are connected with other
teachers and the community.
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InTASC Model Core Teaching Standards
*INTASC - Interstate New Teachers Assessment and Support Consortium, a project of the
Council of Chief State School Officers.
The Learner and Learning (Standards 1, 2, 3)
Standard #1 Learner Development
Performances
1(a) The teacher regularly assesses individual and group performance in order to design and
modify instruction to meet learners’ needs in each area of development (cognitive, linguistic,
social, emotional, and physical) and scaffolds the next level of development.
1(b) The teacher creates developmentally appropriate instruction that takes into account
individual learners’ strengths, interests, and needs and that enables each learner to advance and
accelerate his/her learning.
1(c) The teacher collaborates with families, communities, colleagues, and other professionals to
promote learner growth and development.
Essential Knowledge
1(d) The teacher understands how learning occurs--how learners construct knowledge, acquire
skills, and develop disciplined thinking processes--and knows how to use instructional strategies
that promote student learning.
1(e) The teacher understands that each learner’s cognitive, linguistic, social, emotional, and
physical development influences learning and knows how to make instructional decisions that
build on learners’ strengths and needs.
1(f) The teacher identifies readiness for learning, and understands how development in any one
area may affect performance in others.
1(g) The teacher understands the role of language and culture in learning and knows how to
modify instruction to make language comprehensible and instruction relevant, accessible, and
challenging.
Critical Dispositions
1(h) The teacher respects learners’ differing strengths and needs and is committed to using this
information to further each learner’s development.
1(i) The teacher is committed to using learners’ strengths as a basis for growth, and their
misconceptions as opportunities for learning.
1(j) The teacher takes responsibility for promoting learners’ growth and development.
1(k) The teacher values the input and contributions of families, colleagues, and other
professionals in understanding and supporting each learner’s development.
Standard #2: Learning Differences
Performances
2(a) The teacher designs, adapts, and delivers instruction to address each student’s diverse
learning strengths and needs and creates opportunities for students to demonstrate their learning
in different ways.
2(b) The teacher makes appropriate and timely provisions (e.g., pacing for individual rates of
growth, task demands, communication, assessment, and response modes) for individual students
with particular learning differences or needs.
18
2(c) The teacher designs instruction to build on learners’ prior knowledge and experiences,
allowing learners to accelerate as they demonstrate their understandings.
2(d) The teacher brings multiple perspectives to the discussion of content, including attention to
learners’ personal, family, and community experiences and cultural norms.
2(e) The teacher incorporates tools of language development into planning and instruction,
including strategies for making content accessible to English language learners and for
evaluating and supporting their development of English proficiency.
2(f) The teacher accesses resources, supports, and specialized assistance and services to meet
particular learning differences or needs.
Essential Knowledge
2(g) The teacher understands and identifies differences in approaches to learning and
performance and knows how to design instruction that uses each learner’s strengths to promote
growth.
2(h) The teacher understands students with exceptional needs, including those associated with
disabilities and giftedness, and knows how to use strategies and resources to address these needs.
2(i) The teacher knows about second language acquisition processes and knows how to
incorporate instructional strategies and resources to support language acquisition.
2(j) The teacher understands that learners bring assets for learning based on their individual
experiences, abilities, talents, prior learning, and peer and social group interactions, as well as
language, culture, family, and community values.
2(k) The teacher knows how to access information about the values of diverse cultures and
communities and how to incorporate learners’ experiences, cultures, and community resources
into instruction.
2(l) The teacher believes that all learners can achieve at high levels and persists in helping each
learner reach his/her full potential.
2(m) The teacher respects learners as individuals with differing personal and family backgrounds
and various skills, abilities, perspectives, talents, and interests.
2(n) The teacher makes learners feel valued and helps them learn to value each other.
2(o) The teacher values diverse languages and dialects and seeks to integrate them into his/her
instructional practice to engage students in learning.
Standard #3 Learning Environments
Performances
3(a) The teacher collaborates with learners, families, and colleagues to build a safe, positive
learning climate of openness, mutual respect, support, and inquiry.
3(b) The teacher develops learning experiences that engage learners bin collaborative and selfdirected learning and that extend learner interaction with ideas and people locally and globally.
3(c) The teacher collaborates with learners and colleagues to develop shared values and
expectations for respectful interactions, rigorous academic discussions, and individual and group
responsibility for quality work.
3(d) The teacher manages the learning environment to actively and equitably engage learners by
organizing, allocating, and coordinating the resources of time, space, and learners’ attention.
3(e) The teacher uses a variety of methods to engage learners in evaluating the learning
environment and collaborates with learners to make appropriate adjustments.
3(f) The teacher communicates verbally and nonverbally in ways that demonstrate respect for
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and responsiveness to the cultural backgrounds and differing perspectives learners bring to the
learning environment.
3(g) The teacher promotes responsible learner use of interactive technologies to extend the
possibilities for learning locally and globally.
3(h) The teacher intentionally builds learner capacity to collaborate in face-to-face and virtual
environments through applying effective interpersonal communication skills.
Essential Knowledge
3(i) The teacher understands the relationship between motivation and engagement and knows
how to design learning experiences using strategies that build learner self-direction and
ownership of learning.
3(j) The teacher knows how to help learners work productively and cooperatively with each
other to achieve learning goals.
3(k) The teacher knows how to collaborate with learners to establish and monitor elements of a
safe and productive learning environment including norms, expectations, routines, and
organizational structures
3(l) The teacher understands how learner diversity can affect communication and knows how to
communicate effectively in differing environments.
3(m) The teacher knows how to use technologies and how to guide learners to apply them in
appropriate, safe, and effective ways.
3(n) The teacher is committed to working with learners, colleagues, families, and communities
to establish positive and supportive learning environments
3(o) The teacher values the role of learners in promoting each other’s learning and recognizes
the importance of peer relationships in establishing a climate of learning.
3(p) The teacher is committed to supporting learners as they participate in decision making,
engage in exploration and invention, work collaboratively and independently, and engage in
purposeful learning.
3(q) The teacher seeks to foster respectful communication among all members of the learning
community
3(r) The teacher is a thoughtful and responsive listener and observer.
Content Knowledge (Standards 4 and 5)
Standard #4 Content Knowledge
Performances
4(a) The teacher effectively uses multiple representations and explanations that capture key ideas
in the discipline, guide learners through learning progressions, and promote each learner’s
achievement of content standards.
4(b) The teacher engages students in learning experiences in the discipline(s) that encourage
learners to understand, question, and analyze ideas from diverse perspectives so that they master
the content.
4(c) The teacher engages learners in applying methods of inquiry and standards of evidence used
in the discipline.
4(d) The teacher stimulates learner reflection on prior content knowledge, links new concepts to
familiar concepts, and makes connections to learners’ experiences.
4(e) The teacher recognizes learner misconceptions in a discipline that interfere with learning,
and creates experiences to build accurate conceptual understanding.
20
4(f) The teacher evaluates and modifies instructional resources and curriculum materials for their
comprehensiveness, accuracy for representing particular concepts in the discipline, and
appropriateness for his/her learners.
4(g) The teacher uses supplementary resources and technologies effectively to ensure
accessibility and relevance for all learners
4(h) The teacher creates opportunities for students to learn, practice, and master academic
language in their content.
4(i) The teacher accesses school and/or district-based resources to evaluate the learner’s content
knowledge in their primary language.
Essential Knowledge
4(j) The teacher understands major concepts, assumptions, debates, processes of inquiry, and
ways of knowing that are central to the discipline(s) s/he teaches.
4(k) The teacher understands common misconceptions in learning the discipline and how to
guide learners to accurate conceptual understanding.
4(l) The teacher knows and uses the academic language of the discipline and knows how to make
it accessible to learners.
4(m) The teacher knows how to integrate culturally relevant content to build on learners’
background knowledge.
4(n) The teacher has a deep knowledge of student content standards and learning progressions in
the discipline(s) s/he teaches.
4(o) The teacher realizes that content knowledge is not a fixed body of facts but is complex,
culturally situated, and ever evolving. S/he keeps abreast of new ideas and understandings in the
field.
4(p) The teacher appreciates multiple perspectives within the discipline and facilitates learners’
critical analysis of these perspectives.
4(q) The teacher recognizes the potential of bias in his/her representation of the discipline and
seeks to appropriately address problems of bias.
4(r) The teacher is committed to work toward each learner’s mastery of disciplinary content and
skills.
Standard #5 Application of Content
Performances
5(a) The teacher develops and implements projects that guide learners in analyzing the
complexities of an issue or question using perspectives from varied disciplines and crossdisciplinary skills (e.g., a water quality study that draws upon biology and chemistry to look at
actual information and social studies to examine policy implications).
5(a) The teacher develops and implements projects that guide learners in analyzing the
complexities of an issue or question using perspectives from varied disciplines and crossdisciplinary skills (e.g., a water quality study that draws upon biology and chemistry to look at
factual information and social studies to examine policy implications).
5(b) The teacher engages learners in applying content knowledge to real world problems through
the lens of interdisciplinary themes (e.g., financial literacy, environmental literacy).
5(c) The teacher facilitates learners’ use of current tools and resources to maximize content
learning in varied contexts.
5(d) The teacher engages learners in questioning and challenging assumptions and approaches in
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order to foster innovation and problem solving in local and global contexts.
5(e) The teacher develops learners’ communication skills in disciplinary and interdisciplinary
contexts by creating meaningful opportunities to employ a variety of forms of communication
that address varied audiences and purposes.
5(f) The teacher engages learners in generating and evaluating new ideas and novel approaches,
seeking inventive solutions to problems, and developing original work.
5(g) The teacher facilitates learners’ ability to develop diverse social and cultural perspectives
that expand their understanding of local and global issues and create novel approaches to solving
problems.
5(h) The teacher develops and implements supports for learner literacy development across
content areas.
Essential Knowledge
5(i) The teacher understands the ways of knowing in his/her discipline, how it relates to other
disciplinary approaches to inquiry, and the strengths and limitations of each approach in
addressing problems, issues, and concerns.
5(j) The teacher understands how current interdisciplinary themes (e.g., civic literacy, health
literacy, global awareness) connect to the core subjects and knows how to weave those themes
into meaningful learning experiences.
5(k) The teacher understands the demands of accessing and managing information as well as
how to evaluate issues of ethics and quality related to information and its use.
5(l) The teacher understands how to use digital and interactive technologies for efficiently and
effectively achieving specific learning goals.
5(m) The teacher understands critical thinking processes and knows how to help learners develop
high level questioning skills to promote their independent learning.
5(n) The teacher understands communication modes and skills as vehicles for learning (e.g.,
information gathering and processing) across disciplines as well as vehicles for expressing
learning
5(o) The teacher understands creative thinking processes and how to engage learners in
producing original work.
5(p) The teacher knows where and how to access resources to build global awareness and
understanding, and how to integrate them into the curriculum.
5(q) The teacher is constantly exploring how to use disciplinary knowledge as a lens to address
local and global issues.
5(r) The teacher values knowledge outside his/her own content area and how such knowledge
enhances student learning.
5(s) The teacher values flexible learning environments that encourage learner exploration,
discovery, and expression across content areas.
Instructional Practice (Standards 6, 7 and 8)
Standard #6 Assessment
Performances
6(a) The teacher balances the use of formative and summative assessment as appropriate to
support, verify, and document learning.
6(b) The teacher designs assessments that match learning objectives with assessment methods
and minimizes sources of bias that can distort assessment results.
22
6(c) The teacher works independently and collaboratively to examine test and other performance
data to understand each learner’s progress and to guide planning.
6(d) The teacher engages learners in understanding and identifying quality work and provides
them with effective descriptive feedback to guide their progress toward that work.
6(e) The teacher engages learners in multiple ways of demonstrating knowledge and skill as part
of the assessment process.
6(f) The teacher models and structures processes that guide learners in examining their own
thinking and learning as well as the performance of others.
6(g) The teacher effectively uses multiple and appropriate types of assessment data to identify
each student’s learning needs and to develop differentiated learning experiences.
6(h) The teacher prepares all learners for the demands of particular assessment formats and
makes appropriate accommodations in assessments or testing conditions, especially for learners
with disabilities and language learning needs.
6(i) The teacher continually seeks appropriate ways to employ technology to support assessment
practice both to engage learners more fully and to assess and address
learner needs.
Essential Knowledge
6(j) The teacher understands the differences between formative and summative applications of
assessment and knows how and when to use each.
6(j) The teacher understands the differences between formative and summative applications of
assessment and knows how and when to use each
6(l) The teacher knows how to analyze assessment data to understand patterns and gaps in
learning, to guide planning and instruction, and to provide meaningful feedback to all learners
6(m) The teacher knows when and how to engage learners in analyzing their own assessment
results and in helping to set goals for their own learning.
6(n) The teacher understands the positive impact of effective descriptive feedback for learners
and knows a variety of strategies for communicating this feedback.
6(o) The teacher knows when and how to evaluate and report learner progress against standards.
6(p) The teacher understands how to prepare learners for assessments and how to make
accommodations in assessments and testing conditions, especially for learners with disabilities
and language learning needs
6(q) The teacher is committed to engaging learners actively in assessment processes and to
developing each learner’s capacity to review and communicate about their own progress and
learning.
6(r) The teacher takes responsibility for aligning instruction and assessment with learning goals.
6(s) The teacher is committed to providing timely and effective descriptive feedback to learners
on their progress.
6(t) The teacher is committed to using multiple types of assessment processes to support, verify,
and document learning.
6(u) The teacher is committed to making accommodations in assessments and testing conditions,
especially for learners with disabilities and language learning needs.
6(v) The teacher is committed to the ethical use of various assessments and assessment data to
identify learner strengths and needs to promote learner growth
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Standard #7: Planning for Instruction
Performances
(a) The teacher individually and collaboratively selects and creates learning experiences that are
appropriate for curriculum goals and content standards, and are relevant to learners.
7(b) The teacher plans how to achieve each student’s learning goals, choosing appropriate
strategies and accommodations, resources, and materials to differentiate instruction for
individuals and groups of learners.
7(c) The teacher develops appropriate sequencing of learning experiences and provides multiple
ways to demonstrate knowledge and skill.
7(d) The teacher plans for instruction based on formative and summative assessment data, prior
learner knowledge, and learner interest.
7(e) The teacher plans collaboratively with professionals who have specialized expertise (e.g.,
special educators, related service providers, language learning specialists, librarians, media
specialists) to design and jointly deliver as appropriate effective learning experiences to meet
unique learning needs.
7(f) The teacher evaluates plans in relation to short- and long-range goals and systematically
adjusts plans to meet each student’s learning needs and enhance learning.
Essential Knowledge
7(g) The teacher understands content and content standards and how these are organized in the
curriculum
7(h) The teacher understands how integrating cross-disciplinary skills in instruction engages
learners purposefully in applying content knowledge.
7(i) The teacher understands learning theory, human development, cultural diversity, and
individual differences and how these impact ongoing planning.
7(j) The teacher understands the strengths and needs of individual learners and how to plan
instruction that is responsive to these strengths and needs.
7(k) The teacher knows a range of evidence-based instructional strategies, resources, and
technological tools and how to use them effectively to plan instruction that meets diverse
learning needs.
7(l) The teacher knows when and how to adjust plans based on assessment information and
learner responses.
7(m) The teacher knows when and how to access resources and collaborate with others to
support student learning (e.g., special educators, related service providers, language learner
specialists, librarians, media specialists, community organizations).
7(n) The teacher respects learners’ diverse strengths and needs and is committed to using this
information to plan effective instruction.
7(o) The teacher values planning as a collegial activity that takes into consideration the input of
learners, colleagues, families, and the larger community.
7(p) The teacher takes professional responsibility to use short- and long-term planning as a
means of assuring student learning.
7(q) The teacher believes that plans must always be open to adjustment and revision based on
learner needs and changing circumstances.
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Standard #8: Instructional Strategies
Performances
8(a) The teacher uses appropriate strategies and resources to adapt instruction to the needs of
individuals and groups of learners.
8(b) The teacher continuously monitors student learning, engages learners in assessing their
progress, and adjusts instruction in response to student learning needs.
8(c) The teacher collaborates with learners to design and implement relevant learning
experiences, identify their strengths, and access family and community resources to develop their
areas of interest.
8(d) The teacher varies his/her role in the instructional process (e.g., instructor, facilitator, coach,
audience) in relation to the content and purposes of instruction and the needs of learners.
8(e) The teacher provides multiple models and representations of concepts and skills with
opportunities for learners to demonstrate their knowledge through a variety of products and
performances.
8(f) The teacher engages all learners in developing higher order questioning skills and
metacognitive processes.
8(g) The teacher engages learners in using a range of learning skills and technology tools to
access, interpret, evaluate, and apply information.
8(h) The teacher uses a variety of instructional strategies to support and expand learners’
communication through speaking, listening, reading, writing, and other modes.
8(i) The teacher asks questions to stimulate discussion that serves different purposes (e.g.,
probing for learner understanding, helping learners articulate their ideas and thinking processes,
stimulating curiosity, and helping learners to question).
Essential Knowledge
8(j) The teacher understands the cognitive processes associated with various kinds of learning
(e.g., critical and creative thinking, problem framing and problem solving, invention,
memorization and recall) and how these processes can be stimulated.
8(k) The teacher knows how to apply a range of developmentally, culturally, and linguistically
appropriate instructional strategies to achieve learning goals.
8(l) The teacher knows when and how to use appropriate strategies to differentiate instruction
and engage all learners in complex thinking and meaningful tasks.
8(m) The teacher understands how multiple forms of communication (oral, written, nonverbal,
digital, visual) convey ideas, foster self expression, and build relationships.
8(n) The teacher knows how to use a wide variety of resources, including human and
technological, to engage students in learning.
8(o) The teacher understands how content and skill development can be supported by media and
technology and knows how to evaluate these resources for quality, accuracy, and effectiveness.
8(p) The teacher is committed to deepening awareness and understanding the strengths and needs
of diverse learners when planning and adjusting instruction.
8(q) The teacher values the variety of ways people communicate and encourages learners to
develop and use multiple forms of communication.
8(r) The teacher is committed to exploring how the use of new and emerging technologies can
support and promote student learning.
8(s) The teacher values flexibility and reciprocity in the teaching process as necessary for
adapting instruction to learner responses, ideas, and needs.
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Professional Responsibility (Standards 9 and 10)
Standard #9: Professional Learning and Ethical Practice
Performances
9(a) The teacher engages in ongoing learning opportunities to develop knowledge and skills in
order to provide all learners with engaging curriculum and learning experiences based on local
and state standards.
9(b) The teacher engages in meaningful and appropriate professional learning experiences
aligned with his/her own needs and the needs of the learners, school, and system.
9(c) Independently and in collaboration with colleagues, the teacher uses a variety of data (e.g.,
systematic observation, information about learners, research) to evaluate the outcomes of
teaching and learning and to adapt planning and practice.
9(d) The teacher actively seeks professional, community, and technological resources, within and
outside the school, as supports for analysis, reflection, and problem-solving.
9(e) The teacher reflects on his/her personal biases and accesses resources to deepen his/her own
understanding of cultural, ethnic, gender, and learning differences to build stronger relationships
and create more relevant learning experiences.
9(f) The teacher advocates, models, and teaches safe, legal, and ethical use of information and
technology including appropriate documentation of sources and respect for others in the use of
social media.
Essential Knowledge
9(g) The teacher understands and knows how to use a variety of self-assessment and problemsolving strategies to analyze and reflect on his/her practice and to plan for
adaptations/adjustments.
9(h) The teacher knows how to use learner data to analyze practice and differentiate instruction
accordingly.
9(i) The teacher understands how personal identity, worldview, and prior experience affect
perceptions and expectations, and recognizes how they may bias behaviors and interactions with
others.
9(j) The teacher understands laws related to learners’ rights and teacher responsibilities (e.g., for
educational equity, appropriate education for learners with disabilities, confidentiality, privacy,
appropriate treatment of learners, reporting in situations related to possible child abuse).
9(k) The teacher knows how to build and implement a plan for professional growth directly
aligned with his/her needs as a growing professional using feedback from teacher evaluations
and observations, data on learner performance, and school- and system-wide priorities.
9(l) The teacher takes responsibility for student learning and uses ongoing analysis and reflection
to improve planning and practice.
9(m) The teacher is committed to deepening understanding of his/her own frames of reference
(e.g., culture, gender, language, abilities, ways of knowing), the potential biases in these frames,
and their impact on expectations for and relationships with learners and their families.
9(n) The teacher sees him/herself as a learner, continuously seeking opportunities to draw upon
current education policy and research as sources of analysis and reflection to improve practice.
9(o) The teacher understands the expectations of the profession including codes of ethics,
professional standards of practice, and relevant law and policy.
26
Standard #10: Leadership and Collaboration
Performances
10(a) The teacher takes an active role on the instructional team, giving and receiving feedback on
practice, examining learner work, analyzing data from multiple sources, and sharing
responsibility for decision making and accountability for each student’s learning.
10(b) The teacher works with other school professionals to plan and jointly facilitate learning on
how to meet diverse needs of learners.
10(c) The teacher engages collaboratively in the school-wide effort to build a shared vision and
supportive culture, identify common goals, and monitor and evaluate progress toward those
goals.
10(d) The teacher works collaboratively with learners and their families to establish mutual
expectations and ongoing communication to support learner development and achievement.
10(e) Working with school colleagues, the teacher builds ongoing connections with community
resources to enhance student learning and well being.
10(f) The teacher engages in professional learning, contributes to the knowledge and skill of
others, and works collaboratively to advance professional practice.
10(g) The teacher uses technological tools and a variety of communication strategies to build
local and global learning communities that engage learners, families, and colleagues.
10(h) The teacher uses and generates meaningful research on education issues and policies.
10(i) The teacher seeks appropriate opportunities to model effective practice for colleagues, to
lead professional learning activities, and to serve in other leadership roles.
10(j) The teacher advocates to meet the needs of learners, to strengthen the learning
environment, and to enact system change.
10(k) The teacher takes on leadership roles at the school, district, state, and/or national level and
advocates for learners, the school, the community, and the profession.
Essential Knowledge
10(l) The teacher understands schools as organizations within a historical, cultural, political, and
social context and knows how to work with others across the system to support learners.
10(m) The teacher understands that alignment of family, school, and community spheres of
influence enhances student learning and that discontinuity in these spheres of influence interferes
with learning.
10(n) The teacher knows how to work with other adults and has developed skills in collaborative
interaction appropriate for both face-to-face and virtual contexts.
10(o) The teacher knows how to contribute to a common culture that supports high expectations
for student learning.
10(p) The teacher actively shares responsibility for shaping and supporting the mission of his/her
school as one of advocacy for learners and accountability for their success.
10(q) The teacher respects families’ beliefs, norms, and expectations and seeks to work
collaboratively with learners and families in setting and meeting challenging goals.
10(r) The teacher takes initiative to grow and develop with colleagues through interactions that
enhance practice and support student learning.
10(s) The teacher takes responsibility for contributing to and advancing the profession.
10(t) The teacher embraces the challenge of continuous improvement and change.
This document is available at: http://tepdl.dpi.wi.gov/resources/teacher-standards
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ASSESSMENT SYSTEM
UGTE Comprehensive Assessment Plan: The Portfolio Assessment System for the UGTE
Program consists of three (3) Portfolios as follows:
Portfolio I
InTASC Model Core Teaching Standards 2, 5, 9 and 10 are specifically addressed.
Part I:
Verification of Planning, Instruction, and Assessment: Submit the
Instructional Design Plan (IDP) Tasks 1, 2 and 3 to show beginning competencies in
planning, instruction and assessment.
Part II:
Skills and Dispositions: First, professional Disposition Reflective Essay in which the
teacher candidates/teachers will use the Pathway completed by the cooperating teacher,
and university supervisor to write a 2-4 page reflection. Secondly, oral Presentation in
which the teacher candidates/teachers will present themselves to one faculty member and
a small group of peers. The purpose of the oral presentation is to provide an opportunity
for teacher candidates/teachers to share specific strengths and opportunities for growth
related to their lesson planning and implementation and practice oral communication in a
professional setting. Lastly, impromptu Instructional Design Plan completed within a 60
minute timeframe. The purpose of the Impromptu Instructional Design is to provide the
teacher candidate/teacher an opportunity to demonstrate their skills in developing an
effective lesson plan, aligned with either Common Core Academic Standards or
Wisconsin State Academic Standards and to provide an opportunity to apply effective
and creative instructional strategies that meet diverse learners’ needs.
Portfolio II
InTASC Model Core Teaching Standards 1-10 are addressed.
Part I:
Verification of Planning, Instruction, and Assessment: Instructional Design Plan (IDP)
with the accompanying video, assessment commentary and analysis of student work to
show developing competencies in planning, instruction and assessment.
Part II:
Verification of InTASC standards with Program Specific Artifacts: Four artifacts (one for
each core InTASC cluster) with scored rubrics from coursework completed after
Portfolio I.
Part III:
Skills and Dispositions: Evaluations from the Cooperating Teacher and University
Supervisor to demonstrate developing competencies for teaching exhibited in the Field II
or III.
Part IV:
Student Teaching Goal: Opportunity to create a written professional goal for student
teaching.
Part V:
Preparedness Reflection Essay: Opportunity to show that she or he is ready to
successfully student teach.
Part VI:
Oral Presentation: Socratic Seminar: Opportunity to participate in a professional
conversation.
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Portfolio III
InTASC Model Core Teaching Standards 1-10 are addressed.
Part I:
Verification of Planning, Instruction, and Assessment: Submit a complete edTPA entry
based on their licensing area requirements. The entry will include 3 tasks, planning,
instruction and assessment. For the planning task, teacher candidates will submit 3-5
Instructional Design Plan (IDP), instructional material, assessment, and planning
commentary. For the instruction task, submit 1 to 2 video clips and the instruction
commentary. For the assessment task, submit student sample work, evidence of feedback,
evidence of academic language use, evaluation criteria and assessment commentary.
Part II:
Skills and Dispositions: Mock Interview: an oral presentation structured as a mock
interview with a faculty reviewer and other student teachers role-playing an interview
team. Cover Letter to a Prospective Employer: provides a student teacher the opportunity
to update the cover letter for potential employers. Resume: provides a student teacher the
opportunity to update a professional resume. Student teaching Field Experience:
Demonstrates proficient competencies for teaching exhibited in the field. Mosaic of
Professional Experience Reflective Essay: provides the teacher candidate/teacher an
opportunity to show that she or he is developing toward becoming an effective teacher in
an inclusive classroom. Professional Development Plan (PDP): each student teacher will
write a PDP. Student Teaching Goal Presentation: opportunity to present
artifacts/evidence demonstrating progress towards student teaching goal identified in
Portfolio II.
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Portfolio I: Foundational Competencies of Teaching
Purpose: The purpose of Portfolio I is to provide teacher candidates/teachers an opportunity to
demonstrate their progress in acquiring foundational competencies of teaching and their readiness to
proceed with advanced coursework and field experiences.
Overview: Portfolio I is conducted at the conclusion of foundational coursework and field experiences
and measures beginning competencies in InTASC Model of Core Teaching Standards 2, 5, 9, and 10.
During the Portfolio I Assessment, each teacher candidate/teacher will complete two parts: 1) a
verification of common criteria for planning, instruction and assessment, and 2) skills and dispositions
that will include an oral presentation, an impromptu lesson plan, a reflective essay, and Field Experience
Evaluations (Pathways) completed by the Field Experience I Cooperating Teacher and the
University/Faculty Supervisor.
Pass/No Pass Policy for Portfolio System: The teacher candidate/teacher must earn a pass on all
parts of the Portfolio Assessment. If the teacher candidate does not earn a pass for the Portfolio
Assessment, the teacher candidate/teacher will work with a second reviewer and resubmit or redo those
parts of the Portfolio Assessment that did not earn a PASS. If the second submission results in a NO
PASS, the Program Advisor and the Program Chair will assess the situation to determine the next
appropriate steps regarding the teacher candidate/teacher’s progress in or dismissal from the program.
Part I: Verification of Planning, Instruction, and Assessment
Students will submit the Instructional Design Plan (IDP) Tasks 1, 2 and 3 to show beginning
competencies in planning, instruction and assessment.
Task #1 Planning
Task #2 Instruction
Task #3 Assessment
- Context for Learning
-Video Clips from Learning
N/A for FE 1.
Information and scored
Segment
rubrics
- Analysis of Teaching
- Instructional Design Plan and Commentary and scored rubric
scored rubric
Part II: Skills and Dispositions
Part II consist of three elements that provide students with an opportunity for students to demonstrate
beginning competency in InTASC standards 2, 5 9 and 10. The 3 elements are:
Professional Disposition Reflective Essay
Teacher candidates/teachers will use the Pathway completed by the cooperating teacher, and university
supervisor to write a 2-4 page reflection using the 2 prompts below. The purpose of this essay is to:
• practice reflection and integrate multiple perspectives regarding their professional dispositions for
teaching
• demonstrate written communication competencies
Essay Prompts:
1. Reflect on your field experience evaluations completed by the cooperating teacher and
university supervisor this semester. Discuss how their feedback impacts you as you continue
to grow as a teacher/teacher candidate?
2. Review your Mosaic of Professional Experiences. Analyze your experiences thus far related
to at least 2 of the 4 parts of the mosaic that have contributed to your growth. Describe how
you have grown and what you still need to do to continue your growth as a teacher/teacher
candidate?
30
Rubric for Professional Experiences Reflective Essay
Professional Experiences Reflective
Essay
Prompt 1: Reflect on your field
experience evaluations completed by the
cooperating teacher and university
supervisor this semester. Discuss how their
feedback impacts you as you continue to
grow as a teacher/teacher candidate?
Prompt 2: Review your Mosaic of
Professional Experiences. Analyze your
experiences thus far related to at least 2 of
the 4 parts of the mosaic that have
contributed to your growth. Describe how
you have grown and what you still need to
do to continue your growth as a
teacher/teacher candidate?
Mechanics
Double-spaced, 12-point font, and 1-inch
margins
Field Evaluation completed by Field
Experience I Cooperating Teacher
Field Evaluation completed by Field
Experience I University Supervisor
 PASS
 NO PASS
 Essay discusses how the
supervisor field experience
evaluations impact teacher
candidate’s growth that evidences
both rigorous reflection and
understanding of self.
 Essay fails to discuss how the
supervisor field experience
evaluations impact teacher
candidate’s growth that evidences
both rigorous reflection and
understanding of self.
 Essay describes the
teacher/teacher candidate’s
experiences and opportunities for
growth related to at least two of
the four elements of the Mosaic.
 Essay fails to describe the
teacher/teacher candidate’s
experiences and opportunities for
growth. Or the essay addresses less
than 2 the four elements of the
Mosaic.
 No significant mechanical
errors.
 Repetition of mechanical errors
present and/or significant
mechanical errors that may or may
not impair readability.
 Verified
 Verified
 Unsatisfactory
 Unsatisfactory
Oral Presentation
Teacher candidates/teachers will present themselves to one faculty member and a small group of peers.
The purpose of the oral presentation is to provide an opportunity for teacher candidates/teachers to:
• Share specific strengths and opportunities for growth related to their lesson planning and
implementation, and practice oral communication in a professional setting.
Teacher candidates/teachers will reflect on their lesson plan (IDP), video segment, and feedback using
two of the following prompts. Presentations will be approximately 7-10 minutes.
Prompts for Oral Presentation (select 2 of the following to discuss):
1. How did I align my lesson to the standards and objectives for this learning segment?
2. How did I use knowledge of my students to differentiate the tasks/materials/assessments in order
to help them achieve the learning objectives for this lesson?
3. How did I actively engage students in developing understandings of content-related concepts?
4. How did I use representations in ways that help the students understand the concepts in this
lesson?
5. How did I demonstrate an understanding of student performance with respect to
standards/objectives?
31
Rubric for Oral Presentation
Did the teacher candidate address the following criteria during the presentation?
Answers two of the prompts specifically and clearly?
 Yes
 No
Discussed areas of strength and opportunities for
growth related to lesson planning and
implementation?
 Yes
 Yes
 No
 No
 PASS
 Maintains the interest of the audience
 NO PASS
 Displays minimal eye contact with audience
 Meets appropriate time interval
 Does not meet appropriate time interval
 Displays relaxed, self-confident nature about self
 Has difficulty recovering from mistakes
 Uses fluid speech and inflection
 Displays little or no inflection throughout delivery
 Delivers opening remarks
 Introductory remarks are missing
 Delivers closing remarks
 Closing remarks are missing
 Planning is obvious and deliberate.
 Little or no planning is evident
Impromptu Instructional Design Plan
The purpose of the impromptu Instructional Design is to provide the teacher candidate/teacher an
opportunity to:
• Demonstrate their skills in developing an effective lesson plan, aligned with either Common Core
Academic Standards or Wisconsin State Academic Standards
• Provide an opportunity to apply effective and creative instructional strategies that meet diverse
learners’ needs.
This impromptu experience will be done in class within a 60 minute time period. A basic Instructional
Design Plan Template (IDP) will be provided and teacher candidates/teachers will select the grade level
and Common Core Academic Standard or Wisconsin State Model Academic Standard.
Guidelines for the Impromptu Instructional Design Plan
Construct an instructional design plan that can be delivered completely within a 60-minutes instructional
period. The impromptu instructional design plan should include:
Teacher Readiness
• One Wisconsin State Academic Standard or Common Core Standards
• One learning objective connected to the Wisconsin State Academic Standard or Common Core
Standards (professional language)
• One summative assessment tool
32
Student Readiness
• An engagement strategy that hooks student attention through one of the emotions, relevancy,
context, or patterns
• A statement of purpose written in “kid-language” that includes both what they will learn from the
lesson and why it is important to students to learn this
Input
• Activities reflect the three learning styles: auditory, visual, and kinesthetic
• One formative assessment strategy
• Guided practice supports the learning objective
Output
• One summative assessment tool that measures the learning objective
• A closure activity that is student-centered
33
Rubric for the Impromptu Instructional Design Plan
Instructional Design
Pass
Components
Teacher Readiness
-One Wisconsin State
Academic Standard
-One learning objective
connected to the
Wisconsin State Academic
Standard (professional
language)
-One summative
assessment tool
Student Readiness
- A statement of purpose
written in “kid-language”
that includes both what
they will learn from the
lesson and why it is
important to students to
learn this
Readiness
-An engagement strategy
that hooks student
attention through one of
the emotions, relevancy,
context, or patterns
Input
-Obvious attention to the
three learning styles:
auditory, visual and
kinesthetic
-One formative assessment
strategy
-A guided practice that
supports the learning
objective
Output
-One summative
assessment tool that
measures the learning
objective
-A closure activity that is
student-centered
No Pass
 Learning Objective
strongly tied to WI
Academic Standard
 Learning Objective
somewhat tied to WI
Academic Standard
 Learning Objective has
little or no connection to
the WI Academic Standard
 Learning objective is
measurable and
observable.
measurable or observable.
neither measurable nor
observable.
 Summative
Assessment Tool clearly
objective
 Statement of purpose
stated in “kid” language
 Summative
Assessment Tool mostly
objective
stated in mostly “kid”
language
 Summative
Assessment Tool does not
adequately measures the
learning objective
stated in adult language
 Includes both the what
and the why of the lesson
 Includes the what and
the why, but may be
underdeveloped
 May or may not
include the what and the
why
 Engagement strategy
hook clearly addresses
relevance, emotion, OR
context/pattern
hook clearly addresses
context/pattern
hook does not addresses
context/pattern or may be
missing
 Learning objective
clearing connected to input
strategies
 Learning objective
connected to input
strategies
not connected to input
strategies
 Instruction strategy
clearly defined
 Instruction strategy
somewhat defined
 Instruction strategy not
defined or missing
 Modeling strategy
clearly defined
 Modeling strategy
somewhat defined
 Modeling strategy not
defined or missing
 Guided Practice
strategy clearly defined
 Guided Practice
strategy somewhat defined
 Guided Practice
strategy not defined or
missing
 One formative
assessment strategy clearly
defined
 One formative
assessment strategy
somewhat defined
 Summative
Assessment Tool clearly
objective
 Summative
Assessment Tool measures
the learning objective
 Closure activity is
clearly defined and student
centered
 Closure activity is
defined and mostly student
centered
 One formative
assessment strategy not
defined or missing
 Summative
Assessment Tool does not
objective or missing
 Closure activity is not
defined and/or not student
centered or missing
34
Portfolio I Final Report
Teacher Candidate/Teacher:__________________________________________ Fall 2015
Program:  UGTE
 MAT
 Special Education
 MAIE
 Spring 2016
Reviewer: _____________________________________________________________
Part 1: Verification of beginning competencies in Planning, Instruction and Assessment
Task #1 Planning
Task #2 Instruction
Task #3 Assessment
- Context for Learning Information -Video Clips from Learning
and scored rubrics
Segment
- Instructional Design Plan and scored -Analysis of Teaching Commenta
rubric
and scored rubric
 Verified
 Verified
 N/A for Field 1
Part 2: Skills and Dispositions
Oral Presentation
Oral Presentation
PASS
NO PASS
PASS
NO PASS
PASS
NO PASS
InTASC Model Core Teaching Standards 9, 10
Professional Experiences Reflective Essay
Professional Disposition Reflective Essay
Field Experience Evaluations
Pathway completed by teacher candidate’s Field Experience
I Cooperating Teacher.
Pathway completed by teach candidate’s Field Experience I
University Supervisor
Impromptu Lesson Plan
Impromptu Lesson Plan
 Completed
 Not Completed
 Completed
PASS
 Not Completed
NO PASS
Section
Action
NO PASS RECORD OF ACTIONS
Result
Portfolio I:

PASS

Date/Reviewer
NO PASS
Recommendation to the Teacher Education Committee
 PASS
 NO PASS
Reviewer’s Signature________________________________________ Date _____________
35
Portfolio II: Developing Competencies of Teaching
Purpose: The purpose of Portfolio II is to provide teacher candidates/teachers an opportunity to
demonstrate their progress in acquiring foundational competencies of teaching and their readiness to
proceed with advanced coursework and field experiences.
Overview: Portfolio II is conducted at the conclusion of the advanced coursework and field experiences
and measures developing competencies in the InTASC Model of Core Teaching Standards. Students
seeking special education certification will also show developing competencies in the CEC Initial
Preparation Standards. During the Portfolio II Assessment, each teacher candidate/teacher will complete
two parts: 1) upload artifacts for the verification of common criteria for planning, instruction and
assessment, and 2) skills and dispositions that will include an oral presentation in the form of a Socratic
Seminar, a collection of artifacts that provide evidence of competency in the InTASC standards, a
reflective essay, a student teaching goal, and Field II or III Performance Evaluations (Pathways)
completed by the Cooperating Teacher and the University Supervisor.
Portfolio Submission: All portfolio artifacts and required elements will be submitted via LiveText.
Portfolios will be reviewed by program faculty in LiveText. (Hardcopy artifacts will require scanning to
digital files for submission.)
36
Students will submit an Instructional Design Plan (IDP) with the accompanying video, assessment
commentary and analysis of student work to show developing competencies in planning, instruction and
assessment. (EdSed 395, EMA 570, EMA 571, SED 609, SED 617). Submit all accompanying,
previously scored rubrics. (COEL common criteria for program assessment data)
-
Task #1 Planning
Context for Learning
Information and scored rubrics
Instructional Design Plan and
scored rubric
-
Task #2 Instruction
Video Clips from Learning
Segment
Analysis of Teaching Commentary
and scored rubric
-
-
Task #3 Assessment
Analysis of Student
Learning/Work commentary and
scored rubric
Student Work Samples with
evidence of feedback
Part II: Verification of InTASC standards with Program Specific Artifacts
Students will submit four artifacts (one for each core InTASC cluster) with scored rubrics. Select artifacts
from coursework completed after Portfolio I. This list is not inclusive of all course assignments that may
be considered.
- IEP
Learner and Learning
- Standard #1: Learner
- FBA/BIP
Development
- Classroom Management Plan
- Standard #2: Learning
- Learner Needs Case Study
Differences
- Reading Intervention Strategies
-
Standard #3: Learning
Environments
Content Knowledge
-
-
Standard #4: Content
Knowledge
Standard #5:
Application Content
- Standard #6:
-
Assessment
Standard #7: Planning
for Instruction
Standard #8:
Instructional Strategies
Professional
Responsibility
-
-
Standard #9:
Professional Learning
and Ethical Practice
Standard #10:
Leadership and
Collaboration
-
Unit Plan
State of the Content Paper
Content Specific Lesson Plans
-
Unit Plan
Performance Assessment
Summative Assessment Plan
QRI – Literacy Component
Co-teaching plan
Instructional Planning with Adaptations
-
State of the Content Paper
Learner Needs Case Study
Philosophy of Inclusion
37
Part III: Skills and Dispositions
Field Experience:
The purpose of Field Experience is to provide the teacher candidate an opportunity to demonstrate
developing competencies for teaching exhibited in the field. The following documents are required:
1. Field II or III Field Experience Evaluations (Pathway):
a. Cooperating Teacher
b. University Supervisor
Part IV: Student Teaching Goal
The purpose of writing a goal for student teaching is to provide the teacher candidate/teacher an
opportunity to create a professional goal. The Student Teaching Goal will be addressed in the
Professional Development Seminar during student teaching. Teacher candidates/teachers will write one
goal that is realistic for student teaching.
Requirements
 Goal written in one sentence: I will (research, study, analyze, learn, apply, etc.) so that (describe
the effect on your own learning or your students’ learning)
 Rationale for the goal: Why is this goal important to you? How will it help you become a more
effective student teacher?
 Method for assessing the goal: How will you know you met your goal? What tangible evidence
will show you and others that you met your goal?
 1-page
 APA format (1-inch margins, 12-point font, double-spaced)
38
Part V: Preparedness Reflection Essay
The purpose of the Preparedness Reflection Essay is to provide the teacher candidate/teacher an
opportunity to show that she or he is ready to successfully student teach. The essay is based on the teacher
candidate/teacher’s review and reflection of advanced coursework and professional experiences.
PREPARE for writing the Preparedness Essay:
Review your Mosaic of Professional Experiences with
 instructional technology
 diverse populations
 grade levels/content areas
 instruction
Review your Field Experience II/III evaluations from your Cooperating Teacher and University
Supervisor.
Review artifacts submitted in Part II.
COMPOSE a 3-4 page narrative that addresses the two prompts below
Prompt 1: Identify and describe specific examples of coursework and field experiences that demonstrate
your preparation for student teaching in the following clusters. Reference one per core InTASC cluster:
 Learner and Learning
 Content Knowledge
 Instructional Practice
 Professional Responsibility
Prompt 2: Summarize how these experiences have influenced your personal and professional
perspectives about your responsibilities as a teacher. Reference applicable aspects of the Mosaic, your
Field II/III evaluations, and feedback you received during field.
* Students seeking Special Education certification will also reference CEC Initial Preparation Standards.
Requirements
 3-4 Pages
 Include an introduction and a conclusion
Part VI: Oral Presentation: Socratic Seminar
The purpose of Socratic Seminar is to provide the teacher candidate/teacher an opportunity to participate
in a professional conversation. Each teacher candidate/teacher will participate in an oral presentation in
the format of a Socratic Seminar. A Socratic Seminar is a formal conversation that facilitates a deeper
understanding of complex issues and ideas through rigorously thoughtful dialogue. Teacher
candidates/teachers will experience a practice Socratic Seminar that will simulate the formal Socratic
Seminar. Each Socratic Seminar will consist of four to five teacher candidates/teachers, chosen
randomly. During the seminar, teacher candidates/teachers are expected to discuss the question and text,
cite reasons and evidence for their statements, listen to each other respectfully, and reflect upon new
knowledge or perspectives they gained during the seminar. A faculty reviewer will evaluate each teacher
candidate’s participation.
39
Socratic Seminar
Teacher Candidate:______________________________________ Cohort: ____________________
Reviewer: _____________________________________________ Date: _____________________
Oral Presentation/Socratic Seminar
Dispositions
Participation
Speaking skills
Listening skills
Discussion
skills/readiness
Knowledge
Evidence of background
knowledge
Evidence of new
knowledge
PASS
 Full participation in the
conversation was evidenced.
Comments were provided that
added to the discussion.
 Spoke loudly, clearly, and
paraphrased information
accurately. Responded to all
participants in the discussion,
not just the leader.
 Listened to others respectfully
and questioned others in a civil
manner. (Dialogued)
 Kept to the topic and was well
prepared for discussion of the
topic.
 Specific reasons and evidence
from the article and supporting
texts were cited in support of the
statements that the teacher
candidate made.
 Teacher candidate growth,
reflection, and new knowledge
were evidenced as a result of the
Socratic Seminar.
Reviewer’s Comments:
 PASS
NO PASS
 No input or comments were
offered to add to the discussion.
Participation was minimal.
 Was hard to hear and/or to
understand.
 Interrupted others when they
were speaking and was defensive
in response to statements by other
group members. (Debated)
 Did not keep on topic and/or was
not prepared for the discussion.
 “Gut feelings” were used to
support statements rather than
specific text/article.
 No new knowledge or
understanding was evidenced.
 NO PASS
40
Participant Self-Scoring of the Socratic Seminar
Teacher Candidate: ____________________________________ Cohort: ______ Date:______________
Dispositions
My Participation
My Speaking skills
My Listening skills
My Discussion
skills/readiness
Knowledge
Evidence of my
background knowledge
Evidence of my new
knowledge
PASS
 I fully participated in the
conversation. My comments
added to the discussion.
 I spoke loudly, clearly, and
paraphrased information
accurately.
 I responded to all participants in
the discussion, not just the
leader.
 I listened to others respectfully
and questioned others in a civil
manner. (Dialogued)
 I kept to the subject and was
well prepared for discussion of
the topic.
 I offered specific reasons and
evidence from the topic articles
and my background knowledge.
 My growth, reflection, and new
knowledge were evidenced as a
result of the Socratic Seminar.
In other words, I learned
something from the experience
about the topic.
 PASS
NO PASS
 I offered limited input or
comments to the discussion. My
participation was minimal.
 I was hard to hear and/or to
understand.
 I interrupted others when they
were speaking and I was
defensive in my response to
statements by other group
members. (Debated)
 I did not keep on the subject
and/or I was not prepared for the
discussion.
 I used “gut feelings” to support
statements rather than specific
text/article.
 No new knowledge or
understanding was evidenced. In
other words, I did not learn much
from the experience about the
topic.
 NO PASS
The reasons and support I would offer for checking the boxes I checked are:
One thing I would like you to know about my performance...
41
Scoring Guide Portfolio II: Developing Competencies of Teaching
Teacher Candidate: ____________________________________ Cohort: _____ Date: _______________
PASS
 Instructional Design Plan
(IDP) with the
accompanying video,
assessment commentary and
analysis of student work to
show developing
competencies in planning,
instruction and assessment
 All accompanying IDP
rubrics
 PASS
NO PASS
 Inappropriate, missing, and/or
low grade
PASS
NO PASS
 Artifact, Rubric, Scoring
Guide, and/or Grading
Comments from any course
assessment that connects to
Learner and Learning. A
B or higher on this course
assessment is required in
order to be considered for
the Teacher Candidate
Portfolio/Teacher
Content Knowledge. A B
or higher on this course
the Teacher Candidate
Portfolio/Teacher
Instructional Practice. A
B or higher on this course
low grade
Verification of Planning,
 NO PASS
Instruction, and Assessment
Part II: Verification of InTASC standards with Program Specific Artifacts
Content Knowledge
low grade
low grade
42
the Teacher
Candidate/Teacher Portfolio
Verification of InTASC
standards with Program
Specific Artifacts
Field Experience Evaluations
Evaluation(s) completed by:
• Cooperating Teacher
Professional
Responsibility. A B or
higher on this course
the Teacher
Candidate/Teacher Portfolio
 PASS
low grade
 NO PASS
Part III: Skills and Dispositions
PASS
NO PASS
 Satisfactory
 Unsatisfactory
Evaluation(s) completed by:
• University Supervisor
 Satisfactory
Field Experience Documents
 PASS/VERIFIED
PASS
 Goal is realistic within the
context of student teaching
 Rationale supports the goal
 Methods for observing and
measuring the goal are
included
 APA manuscript
conventions are strictly
followed
 No significant mechanical
errors
 Unsatisfactory
 NO PASS/VERIFIED
NO PASS
 Goal is not realistic within the
context of student teaching
 Rationale does not support
goal
 Methods for observing and
measuring the goal are
superficial, incomplete, or
missing
 Generally APA manuscript
conventions are ignored
 Repetition of mechanical
errors present and/or
significant mechanical errors
that may or may not impair
readability
Student Teaching Goal
 PASS
 NO PASS
PASS
NO PASS
Prompt 1: Identify and describe  Essay demonstrates in-depth  Essay shows little to no
specific examples of coursework
reflection of the Mosaic and
reflection of Mosaic and Field
43
and field experiences that
demonstrate your preparation for
student teaching in the following
clusters. Reference one per core
InTASC cluster:
 Learner and Learning
 Content Knowledge
 Instructional Practice
 Professional
Responsibility
Field Experience evaluations
Experience evaluations
 Essay identifies and
 Essay fails to identify and
describes examples of
describe examples from
coursework and field
coursework and field
experiences that demonstrate
experiences that have
students’ preparedness for
contributed to his or her
student teaching with at least
preparation for student
one example per InTASC
teaching as it relates to the four
cluster
InTASC clusters
 Learner and Learning
 Content Knowledge
 Instructional Practice
 Professional Responsibility
Prompt 2: Summarize how
these experiences have
influenced your personal and
professional perspectives about
your responsibilities as a
teacher.
 Summary clearly articulates
how experiences have
influenced student’s personal
and professional perspectives
about their responsibilities as
a teacher
 Summary demonstrates indepth reflection
 Writing is professional.
Mechanics for Essay
 Includes an introduction
and a conclusion
 APA manuscript
conventions are strictly
followed
 No significant
mechanical errors
 Length 3-4 pages
Preparedness Reflection Essay
Part VI: Oral PresentationSocratic Seminar
 PASS
 PASS
Teacher Candidate Portfolio
 PASS
 Summary does not clearly
articulate how experiences
have influenced student’s
personal and professional
perspectives about their
responsibilities as a teacher
 Summary lacks reflection
 Writing is not professional.
 Does not include introduction
and/or conclusion
 Generally APA manuscript
conventions are ignored
 Repetition of mechanical
errors present and/or
significant mechanical errors
that may or may not impair
readability
 Does not meet length
requirements
 NO PASS
 NO PASS
 NO PASS
Note to Reviewers: Please review all parts of the Teacher Candidate Portfolio and complete your review
on LiveText. If any one section does not earn a PASS, the portfolio is a No PASS. Then, the Teacher
Candidate Portfolio will be reviewed on LiveText by a Second Reviewer who will take over the process
at that point.
44
Final Report Portfolio II: Developing Competencies of Teaching
Certification Programs in the School of Education: UGTE, MAT/MAIE, Special Education
Teacher Candidate:______________________________________ Cohort _________ Campus ________
Reviewer: _____________________________________________ Date: _________________________
Part I: Verification of Planning, Instruction, and
Assessment
IDP and accompanying Rubrics
PASS
 Verified
Part II: Verification of InTASC standards with Program
Specific Artifacts and Completed Rubrics
Content Knowledge
Specific Methods Coursework Verification
B- or Higher in Specific Methods Courses
Part III: Field Experience Evaluations
Field Experience Evaluation completed by
• Cooperating Teacher
PASS




Field Experience Evaluation completed by
• University Supervisor
Student Teaching Goal
Preparedness Reflection Essay
Part VI: Oral Presentation
Socratic Seminar
Portfolio II:

PASS
NO PASS

NO PASS
Verified
Verified
Verified
Verified
 Verified
PASS
 Satisfactory
NO PASS
 Unsatisfactory
 Verified
 Satisfactory
 Verified
 Unsatisfactory
 Verified
PASS
 Verified
NO PASS
PASS
NO PASS
PASS
NO PASS
NO PASS
45
Portfolio III: Proficient Competencies of Teaching
Purpose: The purpose of Portfolio III is to provide teacher candidates an opportunity to demonstrate
their professional and personal growth during student teaching as well as demonstrate their potential for
future growth as a professional educator.
Overview: Portfolio III is concurrent with student teaching and EMA604: Professional Development
Seminar and SED 539/614. It measures proficient competencies in the InTASC Model of Core Teaching
Standards. Students seeking special education certification will also show proficient competencies in the
CEC Initial Preparation Standards. During the Portfolio III Assessment, each teacher candidate/teacher
will complete two parts: 1) a verification of common criteria for a complete edTPA entry: planning,
instruction and assessment, and 2) skills and dispositions that will include a mock Interview with one
faculty reviewer and other student teachers, a cover letter to a prospective employer, an updated resume, a
reflective essay, a Professional Development Plan, a presentation of student teaching goal, and The
Pathway completed by the Student Teaching Experience III Cooperating Teacher and the University
Supervisor.
Students will submit a complete edTPA entry based on their licensing area requirements. The entry will
include Instructional Design Plan (IDP) with the accompanying video, assessment commentary and
analysis of student work to show proficient competencies in planning, instruction and assessment. (COEL
common criteria for program assessment data)
-
Task #1 Planning
Context for Learning
Information
Instructional Design Plan
Planning Commentary
-
Task #2 Instruction
Video Clip from Learning
Segment
Instruction Commentary
-
Task #3 Assessment
Assessment commentary
o Analysis of student learning
o Evidence of feedback
Part II: Skills and Dispositions
1. Philosophy of Inclusion Paper
With the number of students with special needs served in the regular education classroom, the purpose
of this paper is to prepare teacher candidates for the possible interview question, “How will you meet the
needs of students with diverse learning needs in your classroom?”
2. Mock Interview:
Participation in an oral presentation structured as a mock interview with a faculty reviewer and other
student teachers role-playing an interview team will be evaluated by a faculty reviewer using the Mock
Interview Rubric. The purpose of the Mock Interview Rubric is to provide meaningful feedback. The
grade for the Mock Interview is pass or no pass. Student Teachers will receive a copy of the Mock
Interview Rubric to place in the Student Teacher Portfolio.
46
Interview questions will be unknown until the evening of the Mock Interview as to simulate an actual
interview process. Student Teachers will have opportunities in the Professional Development Seminar to
practice for the Mock Interviews.
Rubric for MAT/MAIE Portfolio III – Mock Interview
Student Teacher:_____________________________________________________________________
Reviewer: _________________________________________
 Fall 2015  Spring 2016
MOCK INTERVIEW RUBRIC
Criteria
Overall responses
to questions
Communication
skills
Question 1: Tell
us about
yourself
Mock Interview:
Well focused,
thoughtful,
organized,
demonstrated a
sophisticated
understanding of
the art and science
of teaching
Polished and
professional,
effective eye
contact, positive
body language,
clearly “sold
oneself.”
Well prepared
answer to the
question in a
fashion that made
the interviewers
want to know more
about the
interviewee.
Pass
Focused,
organized, and
demonstrated a
solid
understanding of
the art and science
of teaching.
Overall prepared
and professional,
appropriate eye
contact, somewhat
positive body
language, mostly
“sold oneself.”
Well prepared
answer to the
question, but
nothing
unexpected or
made the
interviewers want
to know more
about the
interviewer.

PASS
Generally focused
and demonstrated
some
understanding of
the art and science
of teaching, but
some weakness
apparent.
Generally
prepared, but
seemed very
nervous, so more
practice with
interviewing is
suggested.
Answer to the
question did not
grab the
interviewers’
attention.
Preparing a more
insightful answer
is suggested.
No Pass
Not focused,
responses very
short or too
lengthy, little
understanding of
teaching was
demonstrated.
Seemed
unprepared, little
direct eye contact,
distracting
gestures, and/or
tone/volume needs
improvement or
did not take the
interview
seriously.
Unprepared to
answer the
question and/or
answered
superficially.
 NO PASS
Reviewer’s Signature_______________________________________ Date ________________
Comments:
Note to Student Teacher: This rubric should be saved and placed in the Student Teacher
Portfolio
47
3. Cover Letter to a Prospective Employer
The purpose of including the cover letter is to provide a student teacher the opportunity to update the
cover letter for potential employers. The cover letter should introduce the candidate and communicate a
sense of the candidate’s philosophy of teaching. The cover letter should be addressed to a specific person
in a specific district. The letter should allude to something specific about the district or school: place,
mission/vision, position, prior experience, etc.
Requirements
 One page following a business letter format
 Specific person and school/district
 Introduction, specific experience(s), and essence or aspect of the candidate’s philosophy of
teaching
 Professionally written without any mechanical errors on appropriate stationary (no envelope
necessary)
4. Resume
An updated resume, one or two pages long, should be included (updated with student teaching
information).
5. Student teaching Field Experience:
The purpose of Field Experience is to provide the teacher candidate an opportunity to demonstrate
proficient competencies for teaching exhibited in the field. The Pathway completed by the Student
Teaching Field Experience III Cooperating Teacher and the University Supervisor at weeks 8 and 14. PreObservation Reports, Observation Notes, and Post-Observation Reflections for two of the University
Supervisor visits and two from CT should be included.
6. Mosaic of Professional Experience Reflective Essay
The purpose of the Preparedness Reflection Essay is to provide the teacher candidate/teacher an
opportunity to show that she or he is developing toward becoming an effective teacher. The essay is based
on the teacher candidate/teacher’s review and reflection of student teaching experience.
PREPARE for writing the Preparedness Essay:
Review your Mosaic of Professional Experiences with
 instructional technology
 diverse populations
 grade levels/content areas
 instruction
Review the Professional Disposition Inventories and Performance Inventory and Evaluations from Field
Experience.
COMPOSE a 3-4 page narrative
Teacher candidate will review their Mosaic of Professional Experiences. Teacher candidate will describe
in 2 to 3 pages their professional experiences with instructional technology, diverse populations, grade
levels and content areas, and instruction during the clinical student teaching semester and how these
experiences contributed to their development toward becoming an effective teacher.
Requirements
 3-4 Pages
 Include an introduction and a conclusion
48
7. Professional Development Plan (PDP)
Following the guidelines in the Initial Educator Toolkit for developing a Professional Development Plan,
each student teacher will write a PDP. The PDP should be written on the PDP form, available from the
Wisconsin Department of Public Instruction. Each student teacher will develop one goal for the PDP,
develop a plan to assess those goals, and construct a timeline of activities. The PDP will be evaluated by
the Professional Development Seminar instructor using an adapted Wisconsin Department of Public
Instruction (DPI) checklist for professional development plans.
8. Student Teaching Goal Presentation
Teacher candidate will present artifacts/evidence demonstrating progress towards student teaching goal
identified in Portfolio II. Presentations will occur in a small group format. An artifact from the goal
should be included in Student Teaching Portfolio.
49
Scoring Guide Portfolio III: Proficient Competencies of Teaching
Teacher Candidate: ____________________________________ Cohort: _____ Date: _______________
edTPA Complete Entry
Verification of Planning,
Instruction, and Assessment
Completed
 Completed three tasks
(planning, instruction, and
assessment) to show
proficient competencies.
 Completed checklist signed
by instructor
 Completed
Incomplete
low grade
 Incomplete or missing
checklist
 Incomplete
Part II: Verification of Skills and Disposition
PASS
NO PASS
 Philosophy of inclusion paper
 Mock Interview paper and/or
Philosophy of Inclusion Paper
and rubric is included
rubric is not included
Philosophy of Inclusion Paper
 PASS
 NO PASS
 Mock Interview Rubric is
 Mock Interview Rubric is not
Mock Interview
included
included
Mock Interview
 PASS
 NO PASS

Business
letter
format

Inappropriate
format for a
Cover Letter to Prospective
 Unique experience that supports business letter
Employer
a teaching career
 Little to no mention of
 Polished and professionally
experience that might support a
written.
teaching career
 Makes the reader want to know  Superficial, incomplete, or
more about the candidate
unprofessional
Cover Letter to Prospective
 PASS
 NO PASS
Employer
Resume
Resume
The Pathway
Clinical Student Teaching
Experience
 Included
 PASS
 Forms present from weeks 8
and 14 observations from CT and
from US
 Observation forms from weeks
8 and 14.
 PASS/VERIFIED
 Not included
 NO PASS
 Fewer than two forms present
 Organization is not evident
 NO PASS/VERIFIED
Mosaic of Professional Experiences
Reflection Essay
Mosaic of Professional Experiences
Reflection Essay
Professional Development Plan (PDP)
50
PASS
 Essay directly answers the
prompt.
 Essay addresses the four elements
of the Mosaic of Professional
Experiences and includes examples
from student teaching that support
that growth.
 Polished and professionally
written.
 No mechanical errors.
 PASS
NO PASS
 Essay may or may not
answer the prompt.
 Essay lacks connection to
student teaching and offers few
or no examples as support for
growth.
 Writing is not professional.
 Mechanical errors are
present.
 PDP plan is present and is
approved by the instructor of the
Professional Development Seminar
 PDP plan is missing or is not
approved by the instructor of
the Professional Development
Seminar
 PASS
 Student teaching goal is included
 Progress toward goal is included
 Artifact is included
 NO PASS
 Student teaching goal is
missing
 Progress toward goal is
missing
 Artifact is missing
 NO PASS
 NO PASS
Student Teaching Goal Presentation
Student Teaching Goal Presentation
 PASS
Student Teacher Portfolio
 PASS
 NO PASS
Note to Reviewer: If any one section does not earn a PASS, the Student Teacher Portfolio is forwarded to the
Second Reviewer who will take over the process at that point. Please evaluate all parts before forwarding the
Student Teacher Portfolio to the Second Reviewer.
Comments:
REVIEWER’S SIGNATURE
DATE
51
MAT/MAIE Portfolio III Final Report
Teacher Candidate:______________________________________ Cohort _________ Campus ________
Reviewer: _____________________________________________  Fall 2015
edTPA complete entry
Part II: Verification of Skills and Disposition
 Spring 2016
Completed
 Verified
PASS
Incomplete
 PASS
 NO PASS
 PASS
 NO PASS
 PASS
 NO PASS
NO PASS
Mock Interview
InTASC Model Core Teaching Standards 9, & 10
Mock Interview
Cover Letter to a Prospective Employer
Cover Letter to Prospective Employer
Resume
InTASC Model Core Teaching Standards 9
Resume
Pre Observation Reports, Observation Notes, and Post Observation Reflections.
Two from University Supervisor and Two from CT
InTASC Model Core Teaching Standards 1, 2, 3, 4, 5, 6, 7, 8, 9,
10
The Pathway: Week 14 from US and CT
High Pass: 3 and above
Pass: 2.5-2.99
 Forms present
from weeks 8 and
14 observations
 Fewer than two
forms present
 High Pass
 Pass
 No Pass
No Pass: 2.49 and below
10
 PASS
 NO PASS
 PASS
 NO PASS
 PASS
 NO PASS
 PASS
 PASS
 NO PASS
 NO PASS
Clinical Student Teaching Experience
Mosaic of Professional Experiences Reflection Essay
Mosaic of Professional Experiences Reflection Essay
InTASC Model Core Teaching Standards1, 2, 3, 4, 5, 6, 7, 8, 9,
and/or 10
Clinical Student Teaching Goal Presentation
and/or 10
Clinical Student Teaching Goal Presentation
Overall Organization and Appearance of the Portfolio
Section
Action
Result
NO PASS RECORD OF ACTIONS
Date/Reviewer
MAT/MAIE PORTFOLIO III:
52

PASS

NO PASS
Recommendation to the Teacher Education Committee
 PASS
 NO PASS
Reviewer’s Signature________________________________________ Date _____________
53
WISCONSIN LICENSURE TESTING INFORMATION
Students seeking teacher certification in Wisconsin are required to pass the following
assessments:
1) ETS Praxis Core Academic Skills for Educators (effective 9/1/14) or
ETS Praxis I: PPST (taken prior to 9/1/2014)
2) The appropriate Praxis II Subject Assessment
3) The Foundations of Reading Test (for licenses in Elementary Education and Special
Education)
4) Effective August 31, 2015, all teacher candidates will be required to submit the Educator
Teacher Performance Assessment (edTPA) for Wisconsin licensure.
54
Praxis Core Academic Skills for Educators Test
Effective September 1, 2014, all students entering initial certification programs in Wisconsin are
required to pass the Praxis Core Academic Skills for Educators Test in Reading, Writing, and
Mathematics. This test is administered through ETS and replaced the Praxis I: PPST Test
requirement which was required since 1990. Previous test results on the Praxis 1: PPST will
continue to be accepted in Wisconsin. The Praxis Core Academic Skills for Educators Test
measures basic skills in Reading, Writing, and Math. It is recommended that students take the
Praxis Core Academic Skills for Educators Test during the semester in which they are enrolled in
ED 100 Introduction to Education Seminar or EDSED225.
Students may retake the tests as many times as necessary to pass. Students must pass at least 2
of the 3 parts of the test before they can register for EDSED340 or EDSED 317. Students must
pass all three parts of the test before they can register for ED255: Portfolio I. There are no
waivers granted for any of the three sections of the test.
Praxis Core Academic Skills Registration Information
Test centers, dates, and registration information can be found at www.ets.org/praxis .
Praxis Core Academic Skills Test Preparation
Information on how to prepare for the tests can be found on the website www.ets.org/praxis .
“Tests at a Glance” are provided on the website for practice. Preparation materials, including an
on-line test preparation tool called PLATO, are available from the education advisor. The
Academic Support Center offers free tutoring for the Praxis for Cardinal Stritch students.
Praxis Core and Praxis 1 Passing Scores for the State of Wisconsin:
Standardized Basic Skills Tests
name - code
Passing
Score
ETS Praxis® I: PPST tests
www.ets.org
PPST Reading - 0710 or 5710
175
PPST Writing - 0720 or 5720
174
PPST Mathematics - 0730 or
173
5730
ETS Praxis™ Core Academic Skills for Educators
(CORE) www.ets.org
CORE Reading (5712)
156
CORE Writing (5722)
162
CORE Mathematics (5732)
150
Helpful Information
These tests will no longer be
administered for Wisconsin after
August 31, 2014.
Previous test results will continue
to be accepted in Wisconsin.
These tests have been adopted as
the basic skills tests for Wisconsin
beginning September 1, 2014.
55
Alternative testing accepted in place of Praxis I
Effective September 1, 2013, teacher candidates may use ACT, SAT, and GRE scores as a
substitute for Praxis Core/Praxis I scores. Scores presented for this purpose must be dated
within the past ten years. The accepted scores are listed below.
ACT--Composite Score of 23 with minimum scores of 20 on English, Math, and Reading
SAT--Composite Score of 1070 with minimum scores of 450 on Math and Verbal
CGRE (After 8/1/2011)--Composite score of 298 with minimum score of 150 on Verbal and 145
on Math
Please note:
Teacher candidates must pass all sections of the Praxis (or meet the minimum score
requirement of an accepted alternative test, as listed above). No waivers are granted. Under
certain circumstances, a student may appeal this policy.
Appeals to the Teacher Education Committee will be considered provided the candidate:
1) has passed 2 of 3 parts of the Praxis Core/ Praxis 1
2. has taken and not passed the subtest for which he/she is requesting the waiver (Math,
Reading, or Writing) at least 3 times
3a) has met with the Department Chair (English, Mathematics) to discuss specific
opportunities and processes for intervention to improve his or her understanding or skill
in the domain where he or she has not met established Praxis criteria
3b) has documentation of coursework, tutoring or workshops pertaining to
Praxis Core/Praxis 1 preparation for that subtest
3. submits a letter of support from the COEL program chair or program advisor
4. submits a letter of appeal to the Teacher Education Committee that requests the waiver
and addresses how the above guidelines have been met.
(Amended by Teacher Education Committee December, 2011)
Please contact your Program Advisor for Teacher Education Appeal Documents.
56
PRAXIS II: Subject Assessment Tests
As of September 1, 2004, all students enrolled in professional education programs in Wisconsin are
required to give evidence of content knowledge in their subject by passing the appropriate Praxis II:
Subject Assessment test. Praxis II tests are administered through the Education Testing Service (ETS).
These tests can be taken by students who have passed the Praxis Core Academic Skills for Educators
Test/ Praxis 1, who have been admitted to schools of education, and who have identified a teaching
level or subject.
Praxis II Registration Information
Registration procedures, fees, forms, test dates, and test locations are found on the ETS
website www.ets.org/praxis .
Praxis II Test Preparation
ETS has information on its website www.ets.org/praxis on how to prepare for the tests. “Tests at a
Glance” are provided on the website for practice. Preparation materials, including an on-line test
preparation tool called PLATO, are available from the education advisor.
Praxis II Passing Scores
The Wisconsin Department of Public Instruction has identified a specific test for each initial license area.
Each test has its own test code; these test codes can be found on the ETS website www.ets.org/praxis .
Wisconsin has established passing scores for each Praxis II test. This information is available on the ETS
website. Your education advisor also has information on specific test requirements and passing scores.
Students will take the Praxis II content test(s) within their certification area(s) following successful
completion of Portfolio I and in advance of Portfolio II. Students may retake the test as many times as
necessary to pass. Students must pass the appropriate Praxis II test prior to student teaching. Students
must present passing scores on the appropriate Praxis II test by April 1st for Fall student teaching and by
November 1st for Spring student teaching.
World Languages Certification Testing
Teacher candidates seeking licensure in Spanish or French do not take a Praxis II exam. The Wisconsin
DPI has determined that it will use proficiency standards set by The American Council on the Teaching of
Foreign Languages (ACTFL) and these proficiency standards are tested through Language Testing
International (LTI). These tests are required for certification at both the Early Childhood-Adolescence
and Middle Childhood-Early Adolescence levels. Students must successfully complete an oral proficiency
interview (OPI) and a written proficiency test (WPT). Students register for these tests through the LTI
website and the tests are administered and proctored at Cardinal Stritch University. Wisconsin has set a
requirement of Intermediate High as the passing proficiency rating for each test. The most current
information about the test can be found at: http://www.languagetesting.com/home.cfm
Contact the program advisor for more information about the LTI proficiency tests.
NOTE: All standardized test scores (Praxis I and Praxis II) must be sent to Cardinal Stritch University.
Please fill in Institution Code: 1100 when registering for the test.
57
The Foundations of Reading Test
Beginning on January 31, 2014, teacher candidates in Wisconsin applying for an initial teaching
license in elementary regular education and special education will be required to take and pass
the “Foundations of Reading test,” a test of reading instruction knowledge and skills
administered by the Evaluation Systems group of Pearson. Below are the Wisconsin licenses
that will require passing this test:
•
•
•
•
•
•
•
•
•
•
•
•
•
•
Early Childhood – Regular Education (70–777)
Early Childhood – Special Education (70–809)
Early Childhood – Middle Childhood (71–777)
Middle Childhood – Early Adolescence (72–777)
Middle Childhood – Early Adolescence Cross Categorical (72–801)
Middle Childhood – Early Adolescence Specific Learning Disabilities (72–811)
Middle Childhood – Early Adolescence Emotional Behavioral Disabilities (72–830)
Middle Childhood – Early Adolescence Cognitive Disabilities (72–810)
Early Adolescence – Adolescence Cross Categorical (73–801)
Early Adolescence – Adolescence Specific Learning Disabilities (73–811)
Early Adolescence – Adolescence Emotional Behavioral Disabilities (73–830)
Early Adolescence – Adolescence Cognitive Disabilities (73–810)
Reading Teacher (316)
Reading Specialist (17)
Wisconsin Website for the Foundations of Reading Test: http://www.wi.nesinc.com/
The website includes all the practice testing materials, registration information, and policies
needed to understand the Foundations of Reading Test.
Students will take the Foundations of Reading test following successful completion of Portfolio I
and in advance of Portfolio II. Students must pass the Foundations of Reading test prior to
student teaching. The Students must present passing scores on the Foundations of Reading test
by April 1st for Fall student teaching and by November 1st for Spring student teaching.
58
EdTPA
Candidates who complete programs after August 31, 2015, must pass an edTPA for licensure.
The edTPA assessments will be administered by Pearson Higher
Education http://www.edtpa.aacte.org . Specific information regarding the edTPA assessments
and handbooks will become available as the Wisconsin Department of Public Instruction
releases this information to higher education institutions. Students will submit their edTPA
assessment through LiveText. Support for the edTPA will be given throughout certification
programs at Stritch.
Cardinal Stritch University faculty will prepare students for the edTPA by giving feedback on
video lessons and written work before the student enters student teaching. The feedback and
scores given on rubrics prior to student teaching is not a guarantee on how students will score
on their official edTPA submission. Students will have the opportunity to review edTPA rubrics
and handbooks prior to student teaching. Once the student enters student teaching, faculty will
not give any feedback on the student's official edTPA submission. Students are responsible for
the quality of their work and the final score received for their submitted performance
assessment.
59
Teacher Candidate BACKGROUND CHECKS
1. The College of Education and Leadership requires students in initial certification teacher
preparation programs to undergo a criminal background check. The checks are done
previous to experiences in the field in P-12 schools to ensure protection to our partner
schools and pupils.
2. The criminal background checks need to be completed prior to the start of the
candidate’s first field experience course and again before the student teaching
semester. Students are assessed a course fee to cover processing.
3. A complete background check as prescribed under Wisconsin’s law includes:
* An electronic criminal history search including a national background check from
Certified Background.com prior to the first experience in the field
*A second check from Certified Background.com from the State Department of Justice
Crime Information Bureau before student teaching
4. If the criminal background check should show a criminal background, the candidate is
informed that this may prevent him/her from placement in P-12 school environments
and affect his/her completing clinical course requirements and eligibility for licensure.
5. Candidates may provide their own CB.com background check records (electronically via
the electronic background check vendor) to districts or schools which require
information. Some districts and schools require candidates to participate additionally in
the district’s own background check.
60
Additional Policies
Transfer Courses
Courses that were completed seven or more years ago will not be accepted in transfer to the
education major. Courses completed over five years but less than seven years ago will be
evaluated by the department chair in regard to acceptance in major.
PPST
No PPST score older than seven years will be accepted.
No waivers will be granted for any PPST subtest.
Criminal Background Checks
Students admitted to the Teacher Education Program (UG and MAT) must have a criminal
background check completed: (1) during the first field experience course and again (2) during
Benchmark II. The information collected will be processed by Certified Background.com and
reported to the College of Education at Cardinal Stritch University.
TB Skin Test
All teacher candidates who are not currently employed by a school district must provide proof
of a TB Skin test prior to student teaching. Should a student have a positive TB skin test, the
student’s certification program will inform the cooperating school district of these results.
Portfolio Process
A student can only take Portfolio process twice. If a student fails a second time, the student will
be dropped from the program.
Undergraduates Taking Graduate Courses
Each department will designate graduate courses that could accommodate undergraduate
students. Courses not approved for undergraduate enrollment may be subject to student
appeal. This appeal should be made in person with the program chair and/or the course
instructor present.
Undergraduates may enroll in graduate classes but only undergraduate credit will be awarded.
Student Teaching
Student teaching must occur within one year of completing Benchmark II. Students not
completing student teaching within this one-year window will be required to take Field
Experience II, Benchmark II, and other required credits based on deficiencies related to meeting
the Wisconsin Standards for Teacher Development and Licensure.
Student teachers may, with chair and advisor approval, take three credits of additional
coursework beyond ED 495 during the student teaching semester.
61
Undergraduate Teacher Education Program Appeal Procedure
Students who wish to contest a decision made regarding their program are to follow the
procedures outlined below:
1. Meet with the instructor or individual closest to the issue at hand and attempt to
resolve concerns.
2. If the issue is unresolved, the student may contact the chair of the UGTE Program for an
appeal and/or to discuss concerns with the UGTE Program Chair in an attempt to come
to resolution.
3. If the issue remains unresolved, appeal to the Associate Dean within the School of
Education in writing, outlining the concern, steps taken to resolve the issue, and
proposed solutions. An appeal must include written recommendations from the UGTE
Program Chair.
4. Should the issue remain unresolved upon review by the Associate Dean of the School of
Education, the Associate Dean may refer the issue to the Dean of the College of
Education and Leadership. The Dean of the College of Education and Leadership makes
the final decision regarding the appeal. A letter indicating the Dean’s decision will be
mailed to student.
Please refer to the current Cardinal Stritch University Undergraduate Catalog at
http://www.stritch.edu/catalogs for further information regarding the appeal process.
Grade Appeal Procedure
Please refer to the current Cardinal Stritch University Undergraduate Catalog at
http://www.stritch.edu/catalogs for further policy and procedure information.
62
Teacher Education Committee
Purpose of the Committee
The Teacher Education Committee oversees decision-making and communication regarding
teacher certification.
Responsibilities:
•
•
•
•
•
•
•
•
•
Verifies that pre-service teachers have met requirements to advance to the professional
sequence;
Verifies that teacher candidates have met requirements for student teaching;
Hears student appeals regarding requests for an undergraduate degree with a major in
education without certification;
Hears student appeals regarding request for exceptions to current teacher education
policy;
Advises certification programs (program evaluation);
Advises and makes recommendations when changes in curriculum are needed for
additional certification/licenses;
Approves requests for student teaching through Credit for Prior Learning;
Recommends goals and policies for teacher education;
Reviews proposals for addition of new programs.
63
The Office of Field Experience and Clinical
Joan Wirth
Director of Field Experience & Clinical
414-410-4642
[email protected]
Nathan Karst
Placement Coordinator
414-410-4331
[email protected]
Please contact us anytime with questions about field experiences.
Field Experiences and Student Teaching
Throughout the teacher preparation program, teacher candidates are required to participate in varied field
experiences, including student teaching. The Office of Field Experience and Clinical refers to field experiences
as any structured time in the classroom prior to student teaching. Cardinal Stritch University requires that all
teacher candidates complete and document a minimum of 100 hours of field experience prior to student
teaching. Student teaching is the capstone experience of a full semester of student teaching following the daily
schedule and semester calendar of a cooperating teacher.
Required Documentation for Field Experiences and Student Teaching
Prior to any field experience and student teaching, a criminal background check is completed by every teacher
candidate. That information is confidential and processed by the Certified Background.com and reported to the
Director of Field Experience and Clinical. Information may be shared with the chair of the UG program
(Teacher Education Policy, 2006).
Prior to student teaching, teacher candidates must provide proof of a tuberculosis (TB) test.
Assessment of Field Experiences and Student Teaching
The teacher preparation programs in the Teacher Education division of the College of Education and Leadership
use the Pathway assessment tool during all clinical/field experiences and student teaching. This assessment tool
is based on Danielson’s Teacher Effectiveness Framework and provides evaluative information about the
candidate’s professional growth as a teacher candidate over time.
Field Experience Placement Information
The number of field experience hours required for various courses is outlined in the next document. Cardinal
Stritch University is committed to providing our teacher candidates with opportunities to practice in a variety of
different districts with diverse populations of students and teachers. The candidate will be placed in Stritch’s
partner schools in different content areas, grade levels, and socio-economic and cultural settings, in both public
and private schools. In order to meet the standards of the National Council for Accreditation of Teacher
Education (NCATE), our teacher candidates are required to complete a portion of the required field experience
hours in diverse settings. The Office of Field Experience arranges field experience placements. Field
experience placements will be within approximately 25 miles one-way from the Cardinal Stritch University
area. All candidates are placed in Stritch partner schools for Field Experiences. Partner school experiences
allow Stritch faculty to observe and provide feedback to candidates in their pre-student teaching experiences.
Student Teaching placements will be within 25 miles of the teacher candidate’s residence.
Field Experience Expectations
With each field experience, the candidate will gradually take on more of the teacher role, ultimately preparing
him/her to become a successful full time teacher during student teaching. A description of field experiences
follows, including learning opportunities and key assessments (how candidates are assessed during the field
experiences and student teaching).
64
Teacher candidates are encouraged to participate in a variety of activities that will expose him/her to all aspects
of the teaching profession. A teacher candidate is assigned to a classroom teacher, referred to as the
Cooperating Teacher. The candidate is required to help the cooperating teacher with specific tasks that will be
outlined for each field experience and eventually teach lessons to small groups and later to the whole class. In
each course where field experiences are required, the instructor will review the expectations and requirements of
the field experience component.
65
Undergraduate Teacher Education
To access detailed information about the UG program, including course sequence, please contact the
UG Program Advisor for the specific program handbook at [email protected]
Description of Field Experiences
Introduction to
the Classroom
Minimu
m hours
20-32
Field Experience I
32-50
-One-on-one
tutorial work with
students and/or
small group work
-One-on-one tutorial
work with students
and/or small group
work
-Non-instructional
tasks as prompted by
the Cooperating
Teacher
-Non-instructional
tasks as prompted
by the Cooperating
Teacher
-Develop and teach
2 lessons
-Develop and teach
3 lessons
-Develop and teach
additional literacy
lesson(s)
-Develop and teach
additional literacy
lesson(s)
-Video-record one
lesson segment
-Video-record one
lesson segment
-Instructor/
University
Supervisor observes
one lesson
-Pathway
-All components
from Intro to CR
and 1a, 3a, 3c, 4a,
4b
-Completed by the
Cooperating Teacher
& University
Supervisor
- Instructor/
University
Supervisor
observes one lesson
-Pathway
-All components
from FE1 and 1b,
1c, 1e, 1f, 2a, 2c,
2d, 3b, 3d
-Completed by the
Cooperating
Teacher &
University
Supervisor
-Non-instructional
tasks as prompted by
the Cooperating
-Assume
Teacher
responsibility of
non-instructional
-Develop and teach
tasks
3 lessons
-Assume full
-Develop and teach
teaching
additional literacy
responsibilities
lesson(s)
(planning and
-Video-record one
delivering
lesson segment
instruction,
assessment of
- Instructor/
student learning,
University
Supervisor observes lesson analysis and
reflection)
one lesson
Learning
Opportunities
-Observation of
Cooperating
Teacher and
exemplars
-One-on-one
tutorial work with
students
Key
Assessments
-Pathway
-Components
1d, 3e, 4d, 4e, 4f
-Completed by the
Cooperating
Teacher & course
instructor
Full day
participation at assigned school for
one full semester.
Teacher and Student
Behavior
-One-on-one tutorial
work with students
and/or small group
work
Student Behavior
-Teach 1 lesson as
directed by the
instructor and
Cooperating
Teacher
20
Student Teaching
Teacher and Student
Behavior
Teacher Behavior
-Non-instructional
tasks as directed by
the Cooperating
Teacher
32-50
Dual Certification
only:
SED325
Directed Field
Work in Spec Ed
Student Behavior
Focus
-Small group work
with students
Field Experience
II
-Pathway
-All components
from FE1 and 1b,
1c, 1e, 1f, 2a, 2c, 2d,
3b, 3d
-Completed by the
Cooperating Teacher
& University
Supervisor
-Observation of
Cooperating
Teacher's classroom
management,
routines, teaching
styles, etc.
-Pathway
-All components
-Completed by the
Cooperating Teacher
& University
Supervisor
66
Criminal Background Check Procedure
Criminal background checks are required for any initial certification candidate in Teacher Education
Division programs who is placed in a field experience, practicum or student teaching experience in a
school or education organization. The background check process includes both national and state
checks. Stritch employs CertifiedBackground.com to complete background checks.
It is the candidate’s responsibility to complete the background check process. A candidate who has not
complied with background check procedure by the given deadline may be denied a field experience
placement.
Background checks will be run twice in the program prior to the candidate’s first experience in the
field in Birth-Gr 12 schools/sites, and again before the student teaching semester. *There may be
additional background checks required for particular courses. An additional background check may be
required if a candidate stops out of program for an extended period.
By using the CertifiedBackground.com online platform, the teacher candidate manages his/her profile
and has permanent access to the results. Candidates will complete the application for background
check at: https://www.certifiedbackground.com/ with a Stritch passcode. Some schools/districts may
require participation in their own background check process. If a district requires its own background
check, the Office of Field Experience and Clinical advices the candidate to inform the district that the
University has required a comprehensive background check with CertifiedBackground.com and
inquire whether sharing the CertifiedBackground.com results with the district will suffice.
If the district/school will not accept CB.com results, the Office of Field Experience and Clinical will
provide information to the candidate about the district specific check. The Milwaukee Public Schools
(MPS) form follows:
It is strongly advised that candidates self-disclose any past issues. Districts will consider candidates
with issues of criminal history (with additional explanation and information) but might not consider
candidates who have not self-disclosed an issue that subsequently appears on the report – even if the
issue is minor.
The Certifying Officer and/or Director of Field Experience and Clinical will share any report of
criminal history with the teacher candidate in a confidential meeting and discuss implications of the
history on placements in Birth-Gr 12 schools/sites and on licensing. Violations that preclude an
individual from being licensed and/or hired by an educational organization include Crimes against Life
and Bodily Security and Crimes against Children. There are other issues which may impact licensure
and employment potential.
Please inform Director of any issues that arise between completion of check and field experience or
student teaching start date.
Information from CertifiedBackground.com will be provided at time of background check. Contact the
Office of Field Experience and Clinical with any questions.
67
DEPARTMENT OF HUMAN RESOURCES
OFFICE OF CLASSIFIED STAFFING
Central Services, Room 128
5225 West Vliet Street, P. O. Box 2181
Milwaukee, Wisconsin 53201-2181
Area (414) 475-8216
Fax: (414) 475-8687
Web Site: www.milwaukee.k12.wi.us
APPLICATION
FOR PARTICIPATION IN A
CLINICAL EDUCATION OR FIELD
PLACEMENT PROGRAM
The Milwaukee Public Schools is an Equal Opportunity Employer and Complies with the Provisions of the Americans with Disabilities Act
(Please use black ink or typewriter and use additional sheets of paper when necessary in answering
1. Print Name:
2. Phone:
_____________________________________________________
___________________ ___________________
Last
First
Middle
Home
Work
3. Address:
(The information requested in items 4 and 6 is used solely for
verifying identity when checking information in item 10.)
_______________________________________________________
Number and Street
______________________________________________________
____
City and State
Zip Code
5. Date of Birth: Month ______________ Day ______ Year ________
___________________
4. Social Security
Number ____ ____ ____ - ____ ____ - ____ ____ ____
6. a. Race: __________________ b. Sex:
7. Give any other names by which you have been known: ____________________________________________________________________________
8. List the states in which you have lived (other than Wisconsin) and approximate dates.
State: _______________________________________________
Dates: (From) _______________________ (to) _______________________
State: _______________________________________________
Dates: (From) _______________________ (to) _______________________
State: _______________________________________________
Dates: (From) _______________________ (to) _______________________
9. College or University presently attending: ______________________________________________________________________________________
10. Have you ever been convicted of or paid a fine for any offense (including felonies, misdemeanors, or ordinance violations) or do you have any charges
pending, other than minor traffic violations? ___ Yes ___ No If yes, list details below. Use separate sheet if necessary. (NOTE: Convictions are not
an automatic bar to participation in an MPS Clinical Education or Field Placement Program.. Each case is considered on its own merit. A
conviction not reported can be cause for rejection of an application or dismissal..)
DATE
LOCATION
CHARGE
COURT
DISPOSTION OF CASE
11. Have you ever been dismissed or asked to resign from any position? Yes ___ No ___ If yes, please explain fully.
___________________________________________________________________________________________________________________________
____
___________________________________________________________________________________________________________________________
____
AUTHORIZATION, RELEASE AND CERTIFICATION: I authorize the Milwaukee Board of School Directors (MPS), its agents and
employees, to make any inquiry and receive any information from any person or organization regarding my suitability for assignment in an
MPS Clinical Education or Field Placement Program. I authorize any persons or organizations to provide to MPS, its agents and
employees, any information that may be requested. Such inquiries may include, but are not limited by reason of enumeration, inquiries
regarding the quality and quantity of my work, my work history and work record, opinions regarding my character and qualifications, any
criminal charges that may be pending against me, and my record of convictions. I agree that I will not request MPS, its agents or
employees to release to me any information gathered because of this authorization. I hereby waive, release and discharge any person or
organization, including MPS, its agents and employees, from any liability for any loss or damage or any claim for loss or damage that may
arise from obtaining, releasing to third parties, or acting upon such information. Specifically, I covenant not to sue MPS, its agents and
employees, for releasing any information obtained by virtue of this release to third parties which MPS in good faith, determined is a public
record within the meaning of the Wisconsin Public Records Law, sec. 19.31 et. seq. I give this waiver, release, and covenant not to sue for
myself, my heirs, assigns, and successors in interest fully understanding that the information obtained may disqualify me from participation
in an MPS Clinical Education or Field Placement Program. I certify that, to the best of my knowledge, all statements made by me on this
application are true, complete, accurate, and not misleading or in any way misrepresented. I understand that any false, incomplete,
inaccurate, or misleading statements or any misrepresentations may subject me to disqualification for or dismissal from an MPS Clinical
Education or Field Placement Program. A copy of this authorization, release, and certification is as valid as the original.
____________________________________________________________________
Signed
_____________________________________
Date
68
TB SKIN TEST REQUIREMENT FOR STUDENT TEACHERS
To comply with DPI requirements, all student teachers who are not currently employed by a
school district must provide proof of a TB skin test taken within a three month window of their
student teaching start date.
Students who do not provide proof of a TB skin test by the deadlines stated below may be denied
or removed from their Student Teaching placement for the following semester.
Should a student have a positive TB skin test, the student’s certification program will inform the
cooperating school district of these results.
Students Need To:
o Schedule TWO appointments: One appointment to take the test and one appointment to
have the test read 48-72 hours after the first appointment.
Options for completing the test include:
1. Schedule an individual appointment with Health Services (410-4096). For full-time
undergraduates, the test is covered by Stritch student health insurance. For part-time and
graduate students not covered by Stritch’s health insurance, the test costs $10.
2. Visit the county Health Department.
3. Schedule an appointment with personal health care provider.
Return the attached Stritch TB skin test form or a similar form given by the health care provider
to the Office of Field Placement & Clinical (BH 2062) by the following deadlines:
o Fall Semester Student Teaching:
Test during the months of June and July
Form to the Office of Field Experience and Clinical by August 1st
o Spring Semester Student Teaching:
Test during the month of November and December
Form to the Office of Field Experience and Clinical by January 1st
Questions about the TB skin test requirement should be directed to the Office of Field Placement
and Clinical at 414-410-4331.
69
Placement Guidelines:
All initial certification Teacher Candidates must complete 100 or more hours of field experience in
schools during their program to qualify for student teaching. Previous experiences do not qualify;
substitute teaching does not qualify.
Professional educators are qualified to teach all students. Placements are made with the intention of
giving the Teacher Candidates multiple experiences that will shape their professional development
(Mosaic of Professional Experiences). Experiences in the field in Stritch teacher preparation programs
will provide some of those experiences.
The placements will be determined by Cardinal Stritch University based on the following factors:
1. Candidate’s certification area
2. Experiences with children in a variety of grade levels
3. Experiences with children from different socio-economic levels
4. Experiences with children from a variety of cultures
5. Experiences with children with varying degrees of academic, social, emotional and physical
abilities
Overall, the Teacher Candidate’s placements are in a variety of urban, suburban, and rural environments.
Placements may be in public, charter, or private school environments.
Field experience and student teaching placements will be within approximately 25 miles one-way from
the Cardinal Stritch University area / Stritch site area.
To avoid potential conflicts of interest, Teacher Candidates will not be placed in schools where they or
their family members or close friends attend/ed or are employed - or with which they or their family
members or close friends have/have had an affiliation as part of a related organization (i.e. school board,
district partner organization). Exceptions may be requested in cases of large districts with numerous
schools (public districts in areas of large population such as Milwaukee and Madison).
Candidates are placed in Stritch partner schools for Field Experiences. Partner school experiences allow
Stritch faculty to observe and provide feedback to candidates in their pre-student teaching experiences.
Teacher Candidates plan to complete Field Experience hours with visits to the placement 1-2 times per
week for 3-4 hours each visit. The regular schedule allows for consistency for pupils and facilitates
supervisor observation of growth and progress. Candidates will be unable to complete all field experience
hours during an extended break (such as a district’s spring break).
The Wisconsin Department of Public Instruction defines Student Teaching as “full days for a full
semester.”
Student teaching candidates may apply for an out-of-area student teaching placement providing other
field experience placement requirements have been met. Candidate input on out-of-area student teaching
placement will be considered, but suggested areas cannot be guaranteed. Extra charges may be required
for out-of-area supervision.
Placements are based on availability of Cooperating Teachers who meet DPI criteria and have been
recommended by their principal or district administrator as models of best practice. It is important to note
that Cooperating Teachers may choose whether they prefer one quarter or one semester placements. It is
70
important for candidates to keep in mind the numerous reasons a school or district can or cannot accept
student placements and that school and district availability varies from semester to semester.
It is important for the candidate to understand that a range of experiences (districts and grade levels) is
seen as a positive to potential employers – they will neither expect the candidate to have student taught in
the district nor in the grade level of the potential position. Districts, schools and their personnel change
constantly – if the candidate demonstrates that s/he can teach in different settings and in 5th grade one year
and 2nd the next, this is a plus!
It is strictly prohibited for students to contact schools regarding placements in any way. Schools and
districts depend on the University to complete the details of the placement process with the Teacher
Candidate, to contact the appropriate personnel, and to follow district and/or school protocol.
**These guidelines have been developed to adhere to state and national accreditation standards and to
ensure the candidate’s preparedness as a professional educator. Exceptions may apply at the discretion of
placement office in concert with program faculty.
71
First Experiences in the Field
Field experiences must occur within the content and grade level(s) of certification desired.
Eligibility for Field Experiences
The following requirements must be satisfied prior to experiences in the field:
•
Complete all education courses with a grade in each course which meets program
requirements. Teacher Candidates must have a minimum cumulative GPA of 3.0.
•
Candidates successfully complete and document the required prerequisite Field
Experience (if applicable) – and pass appropriate prerequisite Benchmark / Portfolio
•
Teacher Candidate Background Checks
o The College of Education and Leadership requires students in initial certification
teacher preparation programs to undergo criminal background checks. The checks
are done previous to experiences in the field in P-12 schools to ensure protection to
our partner schools and pupils.
o The background checks must be completed prior to the start of the candidate’s first
field experience course and again before the student teaching semester.
o A complete background check includes:
*The initial background check with Certified Background.com (CB.com) will include
a national criminal background search
* An electronic criminal history search from the Department of Justice Crime
Information Bureau
o If the criminal background check should show a criminal background, the candidate
is informed that this may prevent him/her from placement in P-12 school
environments and affect his/her completing clinical course requirements and
eligibility for licensure.
o Candidates may provide their own CB.com background check records (electronically
via the electronic background check vendor) to districts or schools which require
information. Some districts and schools require candidates to participate in the
district’s own background check additionally.
Expectations of the Teacher Candidate in the Field:
Demonstrate the Attitudes and Dispositions of a Professional Educator
o Contact the Cooperating Teacher at the earliest appropriate opportunity – telephone and
email, follow-up if necessary after an appropriate period of time
o Maintain a high level of communication with the Cooperating Teacher
o Schedule field experience visits with the Cooperating Teacher
o Attend field experiences at the agreed upon date and time
o Arrive in a timely manner
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o Attend to appearance as a pre-professional, pre-service teacher
o Be prepared to participate in classroom practices as the teacher candidate and
Cooperating Teacher have arranged
o Interact with the school community: students, Cooperating Teacher, CT’s peer teachers,
other school professionals, administrators
o Participate in classroom practices outside of the school day when possible
o Power off cell phones and other electronic devices in the field unless being used for
educational purposes in a lesson the candidate delivers
o Approve lesson plans and seek feedback from the Cooperating Teacher on lessons well
before teaching
o Field experiences include scheduled observations and conferences with the instructor /
supervisor and may include submitting video recordings of candidate’s teaching
o Transportation to and from the field experience placement is the full responsibility of the
Teacher Candidate.
Field Experience Grading
The instructor submits a grade of Pass (P), or Fail (F) at the end of the semester.
Candidates are assessed in each field experience with applicable components of the Pathway
based on the Danielson Teacher Effectiveness Framework (see Pathway for ST in Student
Teaching Forms section (p.73) of the Field Experience and Student Teaching Handbook):
*bold print components are from ‘Basic Skills for Employment’ section of Pathway
• Introduction to the Classroom (UGTE only): 1d, 3e, 4d, 4e, 4f
• Field Experience I: 1a, 1b, 1d, 2a, 2c, 2d, 3a, 3c, 3e, 4a, 4b, 4d, 4e, 4f
• Field Experience II & III: 1a, 1b, 1c, 1d, 1e, 1f, 2a, 2c, 2d, 3a, 3b, 3c, 3e, 4a, 4b, 4d, 4e,
4f
Teacher Candidates who earn an F must repeat the Field Experience. The instructor and/or
Department Chairperson may develop a plan that addresses deficiencies to be completed before
the next attempt. This plan may include additional coursework or other learning experiences.
Tuition costs for repeating a Field Experience course are the candidate’s responsibility.
An Incomplete (I) may be assigned at the course instructor’s discretion under certain conditions
that prevent a Teacher Candidate from completing the requirements of the experience within the
allotted semester.
Field Experience Sequence of Events
Field experiences vary by program and certification level. Please contact the Field Experience
Instructor or Program Advisor for the applicable sequence of events.
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Getting Ready for Student Teaching
Student teaching is the culminating experience of the teacher preparation program. All Teacher
Candidates are required by the Wisconsin Department of Public Instruction [WI Statute 118.19
(3)] to student teach for a ‘full semester, full-time, following the daily schedule of a Cooperating
Teacher.’ Teacher Candidates are assigned one or two placements, depending on certification,
previous field experiences, and availability of Cooperating Teachers. All Teacher Candidates are
required to attend the Professional Development Seminar (ED495), which is scheduled during
the student teaching semester.
Eligibility for Student Teaching
During the semester just prior to student teaching, Teacher Candidates will start the student
teaching application process and complete the requirements listed below. Meeting these
requirements is monitored by the Office of Field Experience and Clinical, Program Advisors,
and off-campus Chairs. Once all requirements are satisfied, Teacher Candidates will receive
final confirmations of (a) student teaching placement(s). Student teaching placement
information is provided to the Teacher Candidate no earlier than the first week in May (fall) and
the first week in December (spring) [exceptions may be made if a school district requests an
interview with the candidate/s].
The following requirements must be satisfied prior to student teaching:
•
Complete all education courses with a grade in each course which meets program
requirements. Teacher Candidates must have a minimum, cumulative GPA of 3.0.
•
Complete all academic coursework required for certifiable major or minor, if applicable.
(Completion of the major/minor requirements are signed off by the major/minor chair or
Program Advisor on the appropriate form.)
•
Candidates complete and document at least 100 hours of field experiences. Special
Education Candidates have included documentation of field experiences in their Portfolio
Part II.
•
Pass appropriate Praxis II exam(s) and submit scores before or during student teaching
application process. Check with the Program Advisor or off-campus program Chair for
due dates.
•
Pass Foundations of Reading examination (for candidates completing programs and
applying for licensure after January 31, 2014). Check with the Program Advisor or offcampus program Chair for score requirement and due dates.
•
Pass edTPA performance assessment (for candidates completing programs after August
31, 2015). Fall 2015 Student Teachers will be the first group required to submit the
edTPA.
•
Teacher Candidate Background Checks
74
o The College of Education and Leadership requires students in initial certification
teacher preparation programs to undergo criminal background checks. The checks
are done previous to experiences in the field in P-12 schools to ensure protection to
our partner schools and pupils.
o The background checks must be completed prior to the start of the candidate’s first
field experience course and again before the student teaching semester.
o A complete background check includes:
*The initial background check with Certified Background.com (CB.com) will include
a national criminal background search
* An electronic criminal history search from the Department of Justice Crime
Information Bureau
o If the criminal background check should show a criminal background, the candidate
is informed that this may prevent him/her from placement in P-12 school
environments and affect his/her completing clinical course requirements and
eligibility for licensure.
o Candidates may provide their own CB.com background check records (electronically
via the electronic background check vendor) to districts or schools which require
information. Some districts and schools require candidates to participate additionally
in the district’s own background check.
•
TB Test – To comply with DPI requirements, all Student Teachers who are not currently
employed by a school district must provide proof of a TB skin test taken within a three
month window of their student teaching start date. Information regarding testing will be
provided by the Placement Coordinator after a brief presentation which will take place in
a course which meets early the semester prior to student teaching (Fall – late January,
Spring – September).
•
Pass Portfolio II.
•
Student Teaching Applications –
o Candidates will complete a student teaching application during a one-on-one
meeting with the Placement Coordinator which will take place in a course which
meets early the semester prior to student teaching (Fall – late January, Spring –
September).
Due dates are determined by the Director of Field Experience and Clinical
•
Note: Student teaching must occur within one year of successfully passing Portfolio II. Teacher
Candidates who do not complete student teaching within this one-year window are required to
enroll in a Directed Study for an additional field experience and any other course(s) related to
meeting current Wisconsin Standards for Teacher Development and Licensure (InTASC) at the
time of reentry to student teaching.
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Student Teaching Options
While most education students are familiar with the traditional full semester (20-week) student
teaching placement in their designated schools, the Cardinal Stritch University Teacher
Education Committee has also approved the following types of student teaching placements:
o On-the-Job Student Teaching – On-the-job student teaching for initial certification
candidates is defined as student teaching in a school/district at the same time the candidate is
receiving pay and benefits as a teacher with a provisional license, as a teacher in a private
school where no provisional license is required, or as a paraprofessional who will be
permitted by the school/district to exchange roles with the teacher s/he is serving. The
Teacher Candidate must have been employed at least one full year as a teacher or at least two
full years as a paraprofessional prior to student teaching placement. A formal visit must be
made by the Office of FE / University Supervisor to the school to set up the student teaching
placement for on-the-job Student Teachers. Recommendations from the principal and a
colleague are required. In addition, the principal must verify that the teaching assignment is
within the certification sought and that the experience complies with DPI expectations of the
Cooperating Teacher’s mentor/coach collaboration. Teacher Candidates are encouraged to
contact the Office of Field Experience and Clinical as early in the program as possible to
determine eligibility for on-the-job student teaching. *Candidate must be aware that the
district/school has the right to deny an OTJ placement. * Candidate must be aware that the
school and classroom situation must comply with DPI expectations of eligible placement for
subject area and level of certification sought.
o University requirements and state regulations (states other than Wisconsin) do not allow for
student teaching outside of Wisconsin.
o Student Teaching Abroad –Teacher Candidates can apply to complete student teaching in
another country (student teaching abroad). Interested teacher candidates should contact the
Office of Field Experience to complete an ‘Intent to student-teach abroad’ form and receive
the eligibility rubric. Candidates are assessed for eligibility to participate in the student
teaching abroad program based on attendance, progress in courses and fieldwork and
applicability to certification. Candidates will then be directed to the International Education
Office to explore available programs. Generally the Student Teacher will complete a tenweek placement in SE Wisconsin first and complete his/her second placement overseas.
Because of the planning involved and organization required for student teaching abroad,
students are encouraged to apply for student teaching abroad one year prior to the expected
student teaching semester. Because many schools abroad do not follow the state’s school
schedule, students may need to complete the student teaching abroad in a time that exceeds
the traditional semester. In this case, the student will receive an incomplete and the grade for
student teaching will be posted upon completion of the placement abroad.
o In-service Student Teaching – For those Student Teachers who have had five years of
teaching experience in the area in which they seek certification, Cardinal Stritch University
acknowledges that experience with in-service student teaching (credit for prior learning). If
you believe you may be eligible for in-service student teaching, contact the Director of Field
Experience and Clinical for an application and details on this option.
o
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Internship – Cardinal Stritch University participates in the DPI’s Wisconsin Improvement
Program (WIP) for pre-service teachers. School districts may choose to contract with DPIWIP to offer internships. Internships are not offered by all Wisconsin school districts. A
WIP intern is hired by a participating school district at a minimal salary and assumes a
partial teaching assignment. The assignment usually involves 50 percent of the workload of
a certified teacher in the district. The intern is assigned a variety of instructional duties;
planning, teaching, observing, and conferring with colleagues. The actual workload of an
intern will vary, depending on the program worked out by team members, but the intern
generally works more independently of the Cooperating Teacher than the traditional Student
Teacher. Internships offered by districts through WIP vary from semester to semester.
Interested teacher candidates should contact the Office of Field Experience to complete an
‘Internship Application” and receive the eligibility rubric. Candidates are assessed for
eligibility to participate in the student teaching internship program based on attendance,
progress in courses and fieldwork, faculty recommendation, and applicability to certification
(i.e. appropriate internship opportunities may not be available for dual certification
candidates). Candidates are assessed upon application and again before the student teaching
semester. Candidates who are interning with the WIP program must obtain a Wisconsin
intern license (at candidate’s cost) through the Office of Field Experience and Clinical.
*Candidates should be aware that the term ‘intern’ is sometimes inadvertently used to
represent ‘student teacher.’ WIP internship is the only interning program for student teaching
in the state of Wisconsin. Contact the Office of FE for more information.
o *All teacher candidates, especially those candidates enrolled in student teaching in or after
the Fall 2016 semester and responsible for a passing score on the edTPA for licensure, should
be aware of potential implications of a non-traditional student teaching experience on edTPA
preparation.
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The Student Teaching Experience
Student teaching is the culminating experience of the teacher preparation program. All Teacher
Candidates are required by the Wisconsin Department of Public Instruction to student teach for a
‘full semester, full-time, following the daily schedule of a Cooperating Teacher.’ Teacher
Candidates are assigned one or two placements, depending on certification, previous field
experiences, and availability of Cooperating Teachers.
The student teaching experience must occur within the content and grade level(s) of certification
desired.
Requirements and Expectations of the Student Teacher
•
Undergraduate (UGTE) program candidates should plan to apply for graduation. Contact
the Office of the Registrar to obtain an application. The degree conferral date is the last
date of student teaching (rather than the graduation date).
•
The student teaching experience requires full-day participation at the assigned school for
one P-12 full semester (the student teaching semester does not follow the Stritch semester
calendar). P-12 semester calendars vary by district.
•
Teaching experience begins with a minimal period of observation with increasing
opportunities for teaching responsibilities until the Teacher Candidate is teaching
independently (in the presence of the Cooperating Teacher) for the remainder of the
placement. (See Student Teaching Sequence of Events for traditional student)
•
Student teaching includes opportunities to observe other teachers when and where
possible, as planned with the Cooperating Teacher, generally at the end of the experience.
•
Student teaching includes participation in related teaching activities (playground duty,
bus duty, cafeteria duty, faculty meetings, student advisory, IEP meetings, parent-teacher
conferences, open house events, other school and community events, etc.) as required by
the teacher contract and/or at the discretion of the Cooperating Teacher.
•
Student teaching includes continual conferencing with the Cooperating Teacher for
feedback and support.
•
Student teaching includes scheduled observations and conferences with the University
Supervisor.
•
The Student Teacher is required to write lesson plans.
o All elements of effective instruction and assessment are evident in the candidate’s
lesson plans. In the Student Teaching experience, it is recommended that the
Teacher Candidate continue to use RIO and/or IDP planning protocols – however,
the Cooperating Teacher and Student Teacher should determine collaboratively
the type of lesson planning model that best fits their situation.
78
o Lesson plans for all classes taught by the Teacher Candidate require prior
approval from the Cooperating Teacher. Teacher Candidate should plan to review
tentative plans with the Cooperating Teacher at least a week prior to when they
are to be taught.
 An organized collection of lesson plans for each day with brief reflections
(binder, file box…) is required throughout the semester and will be
reviewed by the University Supervisor during all visits – candidate must
arrange for its easy access by the Supervisor. **Additional requirements
for lesson plans which may be required/requested for candidates in the
Dual Certification program by the University Supervisor:
• Student Teaching Binder This binder must contain the following
•
•
•
•
additional components, labeled with tabs and well organized
Current classroom schedule
List of times candidate will be teaching
IEP at a Glance for each of the students and FBA/BIPs
Copy of the current classroom management plan
•
Attendance at the ED495 Professional Development Seminar is mandatory. This course
is generally the only coursework the Student Teacher will carry. The Teacher Candidate
will receive the schedule of classes at Student Teaching Orientation – and should provide
dates to the Cooperating Teacher as soon as possible. **Important note: the candidate
retains normal responsibilities (i.e. lesson planning, coverage for duties, etc.) in his or her
placement for any time missed due to the course – and leaves the placement school no
earlier than the time required to drive to campus (generally 30 minutes).
•
Transportation to and from the student teaching placement is the full responsibility of the
Teacher Candidate.
•
Teacher Candidates may not receive payment from the school for any duty which would
take place during the official school day. Candidates may receive payment for duties
taking place outside of the school day only. Such duties may not interfere with any part
of the school day. Teacher Candidates should report any departure from this policy to the
Office of Field Experience and Clinical or off-campus Chair immediately.
•
All Cardinal Stritch students have limited liability coverage both on and off university
premises. Any incident will be reviewed based on university policy.
•
Absences:
o Although there are no (0) “sick days” or “personal days” in student teaching,
absences from the placement may be excused for personal illness and/or death(s) in
the immediate family. Documentation may be required.
o Absences from the placement must be reported the morning of the absence (or
earlier) to the Cooperating Teacher, University Supervisor, and Office of Field
Experience and Clinical (3 calls/emails).
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o A record of absences is kept by the Cooperating Teacher, University Supervisor and
the Office of Field Experience and Clinical – if absences from student teaching result
in completion of less than the full semester of student teaching required by the
Wisconsin DPI, the Director of Field Experience and Clinical will contact the student,
Cooperating Teacher, and University Supervisor to arrange an extension of the
placement if possible (other plans, including summer school, will be explored during
Spring semester student teaching experiences)
o Any absences beyond 1 day from Professional Development Seminar will require the
candidate to attend the parallel course (EMA604) or course session at another Stritch
site as a make-up session. These make-up sessions must be completed by the end of
the Student Teaching semester. Failure to do this will result in receiving a grade of
incomplete, which makes the candidate ineligible for licensure.
o Job interviews should be scheduled late afternoons or early mornings. No more than
two interviews should be scheduled within the semester since it is considered an
absence.
•
Substitute teaching: The Department of Public Instruction and Cardinal Stritch University do
not permit unlicensed teachers to serve as substitute teachers at any time nor are licensed
interns permitted to assume responsibilities beyond the limits of an approved internship
design. If the Cooperating Teacher is absent, the Teacher Candidate is not permitted to serve
as the substitute teacher – a substitute teacher must be assigned to the classroom.
•
Demonstrate the Attitudes and Dispositions of a Professional Educator
o Contact the Cooperating Teacher at the earliest appropriate opportunity; arrange to meet
well before the semester
o Request copies of school’s faculty and student handbooks from the Cooperating Teacher
o Candidate should introduce him/herself to the Administration, other school professionals,
administrative assistants, custodians, etc.
o Ask the building administrator whether s/he is able to schedule a time to observe
him/her teaching.
o Begin the semester in attendance at In-service and Orientation events the week/s prior to
the students’ first day
o Become familiar with all equipment and technology used in the classroom.
o Become acquainted with all teaching materials and district / grade level curricula
o Be at school at the expected time (or earlier) and stay as long as the Cooperating Teacher
(or longer)
o Become well-acquainted with the daily schedule as soon as possible
o Attend to professional appearance as a pre-service teacher
o Accept and use feedback from the Cooperating Teacher and University Supervisor in the
spirit in which it was meant – to improve teaching practice
o Exhibit an ‘attitude of gratitude’ toward the Cooperating Teacher. The Student Teacher
is a guest in the classroom. The Cooperating Teacher is ultimately responsible for the
success of his/her students – and has chosen to give back to the profession by spending
extra time and effort mentoring and coaching students entering the profession.
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In Maximizing the Student Teaching Experience: Cooperating Teachers Share Strategies
for Success by Donna R. Sanderson (2003), the author provides advice acquired from her
research with Cooperating Teachers,
o Meet before the experience begins
o Discuss expectations
o Observe before their Student Teacher semester begins
o Keep an open dialogue
o Ask questions
o Honest and effective communication
o Be respectful and understanding
o Be ready to teach
•
Build a relationship with the University Supervisor
o It is the Teacher Candidate’s responsibility to call/email his/her supervisor(s) to set up
visits and observations. The candidate must have at least 2 informal and 4 formal
observations from the primary supervisor (state requirement).
o The University Supervisor will make scheduled appointments upon hearing from the
candidate.
o The initial informational visit should be within the first week or two of the
semester, so the candidate must arrange this as soon as possible. The initial visit
allows the candidate and the supervisor to become acquainted with the
Cooperating Teacher.
o The Teacher Candidate (in consultation with the Cooperating Teacher) and the
supervisor will then schedule the observation visits. There may be an occasion
for an unannounced visit.
o The supervisor(s) will make six to eight observation visits over the semester. Additional
visits will be made if necessary. Each formal observation is at least 45 minutes in length.
The Supervisor is permitted to visit unannounced except for formal
observation/evaluation visits.
o Regular communication with the University Supervisor is expected – he/she will inform
the Teacher Candidate of communication expectations at the first meeting.
o An organized collection of lesson plans with brief reflections (binder, file box…) is
required throughout the semester and will be reviewed by the University Supervisor
during all visits – candidate must arrange for its easy access by the Supervisor. See p. 55
for details.
o Part of each observational visit will be devoted to a conference between the University
Supervisor, Cooperating Teacher, and Student Teacher. It is important that the candidate
arranges supervisor visits at appropriate times so that the Cooperating Teacher is
available to take part in the post-observation meeting – the triad conference is required
(candidate and/or supervisor must contact the Office of Field Experience and Clinical if
the triad conference is not taking place). Discussion about the observation of the
candidate’s role in the classroom, the written evaluation by the Cooperating Teacher (CT
Pathway) and the written evaluation by the supervisor (US Pathway) will take place. It is
o
o
o
o
o
81
expected that the candidate maintains a cooperative attitude during these conferences in
accepting and using feedback.
The Teacher Candidate and Supervisor (with input from the Cooperating Teacher, if
applicable), will devise an action plan based on the observation discussion for the time
between visits – most often, the action plan will be based on Pathway components scored
at the ineffective and minimally effective levels or not observed. The Supervisor and
Teacher Candidate will determine an appropriate plan which may include research on a
particular area, reflection on an aspect of a lesson, video-taping a short teaching segment,
et al., to improve the candidate’s practice. The formative assessment/action plan will be
notated on the Student Teaching Observation form.
• The pre-observation Lesson Plan from each observation will be submitted as part
of the Benchmark III Portfolio
• The Student Teaching Observation Form (including Action Plan) from each
observation will be submitted as part of the Benchmark III Portfolio (and
electronically submitted as an attachment with the Supervisor’s Pathway)
Professional Development Seminar (ED495) dates may allow for time to meet with the
Supervisor along with his/her other Student Teachers – see Professional Development
Seminar schedule.
The candidate will provide the University Supervisor with the Pre-Observation Lesson
Plan by 6:00 p.m. the day prior to his/her visit so that the supervisor can have some
familiarity with the lesson he/she will be observing
Part of each observational visit will be devoted to a conference between the University
Supervisor, Cooperating Teacher, and Student Teacher. It is important that the candidate
arranges supervisor visits at appropriate times so that the Cooperating Teacher is
available to take part in the post-observation meeting – the triad conference is required
(candidate must contact the Office of Field Experience and Clinical if the triad
conference is not taking place). Discussion about the observation of the candidate’s role
in the classroom, the written evaluation by the Cooperating Teacher (CT Pathway) and
the written evaluation by the supervisor (US Pathway) will take place. It is expected that
the candidate maintains a cooperative attitude during these conferences in accepting and
using feedback.
The Teacher Candidate and Supervisor (with input from the Cooperating Teacher, if
applicable), will devise an action plan based on the observation discussion for the time
between visits – most often, the action plan will be based on Pathway components scored
at the ineffective and minimally effective levels or not observed. The Supervisor and
Teacher Candidate will determine an appropriate plan which may include research on a
particular area, reflection on an aspect of a lesson, video-taping a short teaching segment,
et al., to improve the candidate’s practice. The action plan will be notated on the Student
Teaching Observation form.
• The pre-observation Lesson Plan from each observation will be submitted as part
of the Benchmark III Portfolio
• The Student Teaching Observation Form (including Action Plan) from each
observation will be submitted as part of the Benchmark III Portfolio (and
electronically submitted as an attachment with the Supervisor’s Pathway)
82
o The supervisor will provide the Teacher Candidate with a letter of recommendation.
Note: the Cooperating Teacher is not required to write a letter of recommendation -- it is
the candidate’s responsibility to ask for one from him/her.
83
University Policies Governing Student Teaching
•
Student Teachers are not to be used as substitute teachers in the absence of the Cooperating
Teacher under any circumstances.
•
Student Teachers should report suspected child abuse to the Cooperating Teacher. S/He will
report to the county following district policy and procedures. It is advisable for the ST to
discuss concerns with the University Supervisor or other University personnel – at that time,
the University personnel become mandatory reporters.
•
Teacher Candidates should always meet with students and/or parents in a visible public
location within the school building. Special care must be taken to ensure that the
Cooperating Teacher is aware of all the candidate’s interactions with students. The candidate
may not transport students in his/her own vehicle or visit students or parents in non-school
locations.
•
Privacy and free speech rights permit the candidate to maintain and submit information on
the internet, including posting on Facebook and other similar sites; however, Student
Teachers should take caution and consider how the information they post can be perceived by
colleagues, administrators, parents, and, above all, students. When one chooses to post
personal and private information on the web, s/he risks that information being used publicly.
One cannot control how others judge one, but can control the information from which others
make judgments.
Many current Student Teachers identify themselves as ‘digital natives,’ those who have
grown up with technology and for whom a distinction between the offline and the online
does not exist as clearly as it does for ‘digital immigrants.’ Laura Pearce, UK Safer Internet
Centre, explains, “If you have been using these technologies since you were a child, you are
less likely to think twice about what you post online.” Therefore, somewhat counterintuitively, digital natives are especially vulnerable online “because they are not used to
having limitations placed on their access to technology.”
It is exceedingly important, then, that Student Teachers use caution when using digital
technology.
Digital dos and don’ts for social media sites
o Do read the school’s / school district’s acceptable use policy on digital media and follow
it.
o Do use social media for educational purposes only in ways the school/school district
allows it. Use social media in innovative ways, but be smart about how it is used and
apply security settings appropriately.
o Do choose friends and followers wisely. Differentiate real friends from professional
acquaintances by using access settings, and never accept friend/follow requests from
pupils or parents.
o Don’t overshare personal information. If not prepared to say it to the principal, then
do not put it on any social media site for the world to view and take screenshots.
o Do be aware of the implications of posting opinions on social and political issues.
o Don’t post school-related or student-teaching-related matters or pictures on social media
84
Don’t tag photos of self or students at school. The Student Teacher should also be aware
of photos s/he may be tagged in and who has access to view them. If s/he would be
uncomfortable with the principal seeing it, remove the photo.
o Do read more on this issue:
http://newteachers.tes.co.uk/content/be-smart-when-it-comes-using-social-media
http://lawdigitalcommons.bc.edu/cgi/viewcontent.cgi?article=1393&context=lsfp
o
•
School trips outside of the school day/evening which the Teacher Candidate is asked to
chaperone must be cleared by the University. Trips are reviewed on a case by case basis to
determine the liability risk to the Student Teacher and University. Contact the Office of
Field Experience and Clinical and/or direct the school/Cooperating Teacher to contact the
Office as soon as plans are presented.
•
Work slowdown or stoppage:
•
o In case of a work slowdown, the Student Teacher is required to function only if the
Cooperating Teacher is working; otherwise the student is to return to campus. S/he
should not assume any responsibilities, which are not being performed by a majority
of the teachers in the building.
o In case of a work stoppage, Student Teachers are declared non-participants to all
parties involved in the dispute. If the stoppage is of such duration that the quality of
the student teaching experience might be affected, the possibility of revising the
student teaching assignment, either in length or location, remains the prerogative of
the College of Education and Leadership. In the first days of the work stoppage
students are to participate in various professional activities (i.e. curriculum
development, reading, writing, field trips, visits to other school systems or activities
recommended by the supervisor). If a strike extends beyond five days, the candidate
is to report to the Office of Field Experience and Clinical for possible reassignment.
Experiences will be provided in another school system on a standby basis until the
stoppage ends in the assigned school.
o Under no circumstances are Student Teachers to cross picket lines.
o Teacher Candidates are to report immediately to the Office of Field Experience and
Clinical the possibility of a strike as well as its actual occurrence.
o If teachers withdraw their services, all field experience students and clinical Student
Teachers are withdrawn from the school system and alternative experiences are
assigned.
o Contact with school authorities is made through the University Supervisor or the
Director of Field Experience and Clinical.
Removal from Placement:
o The College of Education and Leadership is committed to providing a standard of
excellence in education and in the practice of the teaching profession. Therefore, it is
expected that students in class and in clinical/field experiences will be free of alcohol
and other drugs, except those prescribed by a physician. Failure to comply with this
standard can result in disciplinary actions. These could include dismissal from the
classroom and clinical field experience, a referral to the Counseling Department
and/or dismissal from the program. Evidence of consumption of alcohol or use of
85
controlled substances on school property is grounds for removal from a student
teaching placement.
o Evidence of lack of competence as determined by the Cooperating Teacher and
University Supervisor will be considered grounds for removal from placement.
Evidence will include observation notes, and evaluations of the student’s knowledge,
skills and dispositions according to the Pathway evaluation.
o Any other gross misconduct or failure to abide by the Student Teaching Guidelines
will be considered grounds for removal from placement. Gross misconduct includes
any pattern of disruptive or threatening behavior noted by the Cooperating Teacher,
building administrator, or University Supervisor as defined by expectations of teacher
licensing according to the knowledge, skills and dispositions required in the Pathway
evaluation.
Legal Status of Student Teacher or Intern Teacher (WIP) in Wisconsin
A compilation by the Association of Teacher Educators of state laws related to the legal status of
Student Teachers indicated that Wisconsin has no statutes or administrative codes governing
Student Teachers. It is further indicated that no plans are pending for enacting such into statutes
in the State. “The position taken in the State of Wisconsin is that the Student Teacher is an arm
of the teacher, for that matter the school district, and they are the responsible parties in legal
matters.”
Not only must the teacher exercise ordinary care in his/her functioning, the trial court in its
instructions to the jury established the following standards:
1. The instructor has the duty to instruct and to warn pupils in his/her custody of any
dangers which he/she knows, or in the exercise of ordinary care ought to know, are
present in the classroom situation.
2. The instructor has the duty to instruct the students in matters which protect them from
these dangers whether the danger would arise from equipment, devices, machines or
other causes. Failure to warn the students of such danger or to instruct them in means of
avoiding such danger is negligence.
3. In determining whether or not the instructor exercised ordinary care, a jury may weigh
and consider the age, intelligence and experience, which he/she knew or should have
known that, the students in the class possessed.
4. A jury may weigh and consider the responsibilities which have been placed upon the
instructor by his/her employment, such as the curriculum he/she is required to carry out,
the daily schedules imposed upon him/her, the number of pupils assigned to his/her class,
the arrangement of the classroom and the equipment, devices or other objects contained
within the classroom.
86
As a responsible “arm” of the teacher, the Student Teacher/intern needs to be aware of these
standards and is expected to discuss matters with the Cooperating Teacher and conduct his/her
classes accordingly.
Association of Teacher Educators, Providing legal status for Student Teacher,
Washington, D.C.: The Association, 1977
87
Student Teaching Grading
The periodic evaluation of the Student Teacher is required by the state.
A. The candidate, Cooperating Teacher and University Supervisor will go over the content
of the Pathway assessment at the beginning of the placement.
B. The Pathway will be completed two times by the Cooperating Teacher in each placement
to give feedback (four times if one placement only) to the candidate – the Cooperating
Teacher completes the Pathway 24-48 hours prior to the University Supervisor’s formal
observation visit. The Cooperating Teacher will share the evaluation results with the
candidate and the University Supervisor
C. The Pathway will be completed four times by the University Supervisor.
The Teacher Candidate, Cooperating Teacher and University Supervisor must sign the Pathway
Signature Sheet in order for the candidate to be cleared for licensure.
The cooperating teacher will give input to the University Supervisor regarding the candidate’s
overall growth during the placement. However, final responsibility for assigning a grade rests
with the University Supervisor.
An approximate score of 2.0 by Week 8 demonstrates adequate progress toward a passing grade
for student teaching. The University Supervisor’s final (Week 18) Pathway score determines the
student teaching grade: High Pass (HP), Pass (P), Incomplete (I) or Fail (F). If the Teacher
Candidate has achieved teaching competence at beginning teacher level (between minimally
effective and effective; 2.5 or above), a Pass or High Pass is assigned. Teacher Candidates may
apply for their teaching licenses upon successful completion of student teaching when student
teaching and seminar grades have been posted - no later than one week after the end of the P-12
semester of the student teaching placement (if all program requirements have been satisfied).
An incomplete may be assigned under certain conditions that prevent a student teacher from
completing the requirements of student teaching within the allotted semester. The Chair of the
Program, with input from the university supervisor, Director of Field Experience and Clinical,
and off-campus Chair, will determine if an incomplete is warranted.
If a teacher candidate is unsuccessful at student teaching (earns an F or removal from a
placement), he or she will meet with the Program Chair, Director of Student Placements and/or
off-campus Site Coordinator, to develop a plan that addresses deficiencies. This plan may
include additional coursework, field experiences, interviews, and other learning experiences
designed to address the teacher candidate’s deficiencies. This plan may be up to two years in
duration before the teacher candidate is allowed to reapply for student teaching. Repeating
student teaching and the professional development seminar is at the student’s own cost.
88
Eligibility for Licensure:
In order to be eligible for a Wisconsin Teaching License,
o The candidate must:
1. Have passed all Praxis I and II /Core exams applicable to his/her certification well
before the student teaching semester
2. Passed the Foundations of Reading Test – for candidates seeking the following
licensure: teacher grades K-5, (EC, EC-MC, MC-EA), special education teacher,
reading teacher, or reading specialist
3. Finish all coursework
4. Complete appropriate student teaching / internship requirements
5. For candidates applying for a Wisconsin Teaching License after August 31, 2015:
submitted the edTPA portfolio assessment
For candidates applying for a Wisconsin Teaching License after August 31, 2016:
passed the edTPA portfolio assessment
License application information:
•
Candidates will apply to the Department of Public Instruction for the teaching license
electronically through its Educator Licensing Online (ELO) system
•
The Certifying Officer will present details on the ELO system during the Student
Teaching Professional Development Seminar course.
•
Processing of license applications by the DPI may take 6-8 weeks.
o Applicants are issued a DPI entity number upon application. The entity number
will serve as verification to potential employers that the candidate is fully eligible
for licensure.
o Candidates may request a letter of program completion from the Program Advisor
if potential employers ask for further verification.
89
CARDINAL STRITCH UNIVERSITY
Field Experience and Student Teaching Evaluations
The Pathway form can be found on the Field Experience & Clinical Placements page of the
Stritch website
http://www.stritch.edu/Academic-Programs/education-leadership/Field-and-clinical/TeacherCandidates/
Instructors will inform students which forms should be used for specific field experiences.
90
Student Teaching Sequence of Events
The purpose of this document is to serve as an overview of the student teaching experience for the Cooperating Teacher
Timeline
Prior to
ST
semester
Student Teacher (ST)
•
•
•
•
Week 1
•
•
Cooperating Teacher (CT)
Attend mandatory Student Teaching Kickoff
Contact CT to set up informational meeting
Contact US to set up informational meeting
(or do this at the ST Kickoff)
Be prepared to discuss student teaching
experience with CT (know ST Handbook web
location, info on edTPA, etc.)
•
ST observes CT – learns classroom routines,
curriculum, etc.
Begins working on lesson plan binder
•
•
•
•
Week 2
•
•
Week 3
•
•
•
Week 4
•
•
•
University Supervisor (US)
Provide student teacher with plans for
orientation to district/school/students and
the first week plans.
Fill out Cooperating Teacher Information
Form on-line (if not already completed)
If not in current (ED599) Supervision course,
review information on student teaching
experience (incl edTPA) with Supervisor
•
•
Support ST with orientation to curriculum
and opportunities to work with students
(including identifying students with learning
needs, accommodations and assisting with
strategies)
Support ST on lesson planning (could include
co-planning) – and approve ST lessons
•
Continue checking student teacher lesson
plans and provide feedback.
Meet with the student teacher daily to
provide feedback on planning/instruction.
•
•
•
•
Attend CSU ST Kickoff
Be ready to work with the ST to provide
info / answer questions about student
teaching experience (incl edTPA)
Review information on edTPA –read the
applicable edTPA Handbook – and Making
Good Choices
If necessary, assist ST to provide
appropriate guidance to CT on edTPA
Comes to the school for the informational
meeting with ST and CT
If necessary, continue to provide assistance
to ST in appropriate guidance to CT on
edTPA
Begins small group work, possibly taking on
1-2 content/subjects.
Lesson plans are fully developed and
presented in advance so they can be
discussed with CT –
Schedule informal observation with US.
•
Begin lead teaching 1-2 content/subjects
daily.
Fully develop lesson plans/unit plans –
discuss with CT – discussion may include
alignment with edTPA Planning prompts
Schedule first formal observation.
•
Continue lesson support and feedback
•
•
Informal observation.
ST will request scheduling of first formal
observation
Begin lead teaching 3-4 content/subjects
daily.
First formal observation is completed.
•
Fill out Pathway– email or print the pdf
to/for the US.
•
•
First formal observation.
Review CT Pathway - complete US Pathway
•
•
Check in with ST and CT whether support is
needed.
ST will request scheduling of informal
observation
91
Week 5
•
•
Teach an additional content area/subject
daily…approaching lead teaching full day
CT should observe lessons once/day to
provide feedback (conferencing).
•
Continue observing and providing ongoing
feedback to the ST on
planning/instruction/assessment.
•
Continue to support ST and CT as needed.
Week 6
•
Continue to teach 4-5 content/subjects daily.
•
feedback to the ST on his/her teaching
practice.
•
Check in with ST on progress on edTPA
Week 7
•
•
Lead teaching of all content/subjects daily
During weeks 7, 13 and 17 schedule next
formal observation with US.
•
feedback to the ST on his/her teaching
practice.
•
ST will request scheduling of second formal
observation
Week 8 –
Week 10
or end of
semester
Week 17
If
applicable
Final
week or
two
•
Continue lead teaching of all
content/subjects daily
In weeks 8, 14, 18 formal observations are
completed.
•
At the beginning of week 8, 14 and 18 fill out
the Pathway and email the pdf to the US and
to the ST.
•
Second (week 8), third (week 14) and
fourth (week 18) formal observations.
Review CT Pathway - complete US Pathway
•
CT writes Letter of Recommendation
(optional and upon request of the ST only)
•
CT writes Letter of Recommendation
(optional and upon request of the ST only)
•
ST can transition classes back to CT if CT
wishes
•
•
ST and CT make sure all evaluations have
been completed
CSU will email a link to fill out a quick
evaluation form on-line. Please fill out.
THANKS FOR WORKING WITH A CSU Student
Teacher!!
•
•
•
•
•
•
Check and verify all paperwork is turned
back in to CSU.
Send Thank You to CT
Request that CT complete ‘follow up study’
show link to eval form on web if necessary
STUDENT WISCONSIN EDUCATION ASSOCIATION (SWEA)
The Student Wisconsin Education Association is a campus organization affiliated with
the Student WEA (Wisconsin Education Association) and Student NEA (National
Education Association) – professional teacher organizations whose purpose are: (1) to
advance the ideals and interests of the teaching profession, (2) to furnish an opportunity
for the study of educational problems and permit an exchange of these ideas among
members and (3) to cooperate with local education associations throughout the state and
with the WEA and the NEA.
“Unified” membership includes national and state dues and entitles the student to
subscriptions to the NEA JOURNAL and the WEA JOURNAL, as well as additional
insurance coverage needed by student teachers. Unified membership is highly
recommended for all prospective teachers.
92

UNDERGRADUATE TEACHER EDUCATION

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