Thank you for your interest in the Teacher Education Program at the University of Wisconsin- Parkside. UW-Parkside is dedicated to a university-wide approach to the preparation of highly qualified teachers and places a special emphasis on preparing teachers to work in urban, multicultural schools. Students who are admitted to and successfully complete UW-Parkside's Teacher Education Program are eligible for an Initial Educator's License in the State of Wisconsin.
Vision
The teacher preparation programs at the University of Wisconsin-Parkside, in close collaboration with area schools, will demonstrate their commitment to preparing exemplary learner-centered teachers, with special emphasis on multicultural education.
Mission
Teacher preparation programs at the University of Wisconsin-Parkside work toward the preparation of teachers by providing preservice candidates with the knowledge, skills, and dispositions necessary to teach all pupils effectively; by engaging candidates emotionally, ethically, and intellectually so they can devise learner-centered methods and experiences appropriate to multicultural contexts; by designing pedagogical experiences for candidates to develop a critical awareness of how socio-economic, cultural and political conditions affect pupil success; by sustaining an environment in which teachers become reflective, lifelong learners engaged in continuing professional growth; and by creating a culture in which teachers are actively involved in a qualitative transformation of themselves, their pupils, and their communities.
Conceptual Framework
The conceptual framework of the Teacher Education program at UW-Parkside as shown in the graphic above is a series of concentric, overlapping circles that move outward from what is expected of the pre-service educator to the goals of the in-service educator. It is unfortunate that a three-dimensional representation could not be used since, in effect, the three primary areas of Community, Teacher Standards, and Content permeate all the other areas which represent the knowledge, skills, and dispositions that are essential to the educator as reflective practitioner.
Reflective Practitioner refers to the professional ability of the teacher to reflect effectively on his or her teaching before, during, and after the experience in order to improve student learning. This concept is at the core of the conceptual framework because it highlights the ideas that professionals learn from reflection on experience and that they should continue to grow in their competence as a result of this reflection.
Diversity reflects the reality that the human community is culturally diverse. Educators must be able not only to analyze and explain stereotypes and prejudices but also to understand and respect the richness of different racial, ethnic, and cultural groups.
Engagement occurs when the individual is committed to the communities of the classroom, the school, and the region where the teaching takes place. UW-Parkside is highly involved in community engagement through the Campus Compact and stresses this commitment for students, faculty, and staff.
Pedagogy represents the vast array of methods and principles available to the educator who designs instructional strategies and learning opportunities and assesses their effectiveness. The proficient educator uses pedagogical techniques that are based on how children learn and develop and supports their intellectual, social, and personal development.
Content refers to the knowledge of subject matter. Educators who are solidly prepared in the discipline(s) they teach are able to be creative in the classroom and deal effectively with different learning styles.
Teacher Standards provide the guidelines for educators as they continue to grow as professionals. The ten Wisconsin Standards as well as the content specific standards reflect the values of the communities in which the educator works. Candidates in Teacher Education at UW-Parkside are aware of these standards and study them as they relate to their progress in the program.
Community is the social context in which the individual lives and works. Understanding this social context is essential for the educator who wishes to create a positive learning experience for students. An educator must be aware of the variety of social contexts that exist in the classroom, in the school, and in the community, and how they impact the life and learning of children. Candidates who study at UW-Parkside understand the importance of engagement in community and are able to teach their pupils about this commitment.
Multicultural Perspective means the skills, attitudes, and knowledge needed to function effectively in a world that is ethnically and culturally diverse. An educator with a multicultural perspective is able to appreciate the complexity of the human experience and to communicate this diversity to learners. A multicultural perspective enables the individual to understand other cultures as well as his or her own culture more fully.
Critical Awareness is the ability to identify and analyze issues that are important to the communities in which the educator lives and works. This awareness is based on the critical thinking skill and is fundamental for the teacher to be an agent of change. The critically aware educator understands the values, beliefs, and rules of the communities but does not accept them blindly and without questioning.
Qualitative Transformation occurs when the school environment is seen as a place for growth and change. The educator as a change agent is dedicated to providing optimal learning experiences for all pupils and to pursuing the goals of a democratic society where all individuals are respected for their inherent worth.
Professional Growth alludes to the fact that being an effective educator is a dynamic, continuously evolving process. Initial educators in Wisconsin are required to design and complete a Professional Development Plan that includes goals and objectives based on the Wisconsin Standards. All educators should be aware of current research relative to teaching and learning and should participate regularly in professional organizations and activities.
Department Overview
Special emphasis is placed on preparing teachers to work in multicultural schools. Schools serve students who represent a great variety of class, racial, ethnic and language groups. This cultural diversity presents special challenges to educators who need to provide effective and equal learning opportunities for all students.
Many schools are struggling to meet this challenge, and they are continuing to experience unacceptable failure and dropout rates among their students. Thus, those preparing to teach need to develop effective approaches for engaging culturally diverse students in meaningful learning activities.
A teacher equipped to meet the challenges of a diverse population in such areas as curriculum, instruction, classroom discipline, motivation, and community relations, will be thoroughly prepared to educate a broad spectrum of learners.
Therefore, the goals of the UW-Parkside Teacher Education Program are to prepare engaged and reflective practitioners who:
- have a strong knowledge of their subject matter;
- possess the knowledge, skills, and dispositions necessary to teach in multicultural and diverse classrooms;
- use learner-centered practices to promote maximum learning and pupil development.
Wisconsin Teacher Standards
In accordance with its vision and mission, the Teacher Education Department has adopted the Wisconsin Standards for teacher development and licensure.
- The teacher understands the central concepts, tools of inquiry, and structures of the disciplines he or she teaches and can create learning experiences that make these aspects of subject matter meaningful for pupils.
- The teacher understands how children with broad ranges of ability learn and provides instruction that supports their intellectual, social, and personal development.
- The teacher understands how pupils differ in their approaches to learning and barriers that impede learning and can adapt instruction to meet the diverse needs of pupils, including those with disabilities and exceptionalities.
- The teacher understands and uses a variety of instructional strategies, including the use of technology to encourage children’s development of critical thinking, problem solving, and performance skills.
- The teacher uses an understanding of individual and group motivation and behavior to create a learning environment that encourages positive social interaction, active engagement in learning, and self-motivation.
- The teacher uses effective verbal and nonverbal communication techniques as well as instructional media and technology to foster active inquiry, collaboration, and supportive interaction in the classroom.
- The teacher organizes and plans systematic instruction based upon knowledge of subject matter, pupils, the community, and curriculum goals.
- The teacher understands and uses formal and informal assessment strategies to evaluate and ensure the continuous intellectual, social, and physical development of the pupil.
- The teacher is a reflective practitioner who continually evaluates the effectiveness of his or her choices and actions on pupils, parents, professionals in the learning community and others who actively seeks out opportunities to grow professionally.
- The teacher fosters relationships with school colleagues, parents, and agencies in the larger community to support pupil learning and well being and who acts with integrity, fairness and in an ethical manner.
Students who successfully complete the Teacher Education Program will demonstrate competency in each of the standards listed above and develop the skills and dispositions to function in multicultural settings.
Culturally Diverse Teachers
Demographics of this region indicate our population is increasing in its cultural diversity. A growing number of students in area schools are African-American, Asian-American, Latino, Native American or newly arrived immigrants. Individuals from these communities are strongly encouraged to consider a career in teaching. They are needed as faculty in our schools to serve as role models for all students.