Teacher Education

UW-PARKSIDE 2017-19 CATALOG

Molinaro D111 • 262-595-2180

College:
Social Sciences and Professional Studies

Degree and Program Offered:
Bachelor of Science

Majors – Early Childhood Education, Elementary Education, Secondary Education, Special Education

Minor – English as a Second Language, Social Studies for Elementary Teachers

Wisconsin Licensure Programs Offered
Early Childhood (EC)
Early Childhood – Adolescence (EC-A)
Middle Childhood – Early Adolescence (MC-EA)
Early Adolescence-Adolescence (EA-A)
Cross Categorical Special Education (MC-EA, EA-A)
English as a Second Language (EC-A)

Student Organizations/Clubs:
Student Wisconsin Educators Association (SWEA)

Career Possibilities:
Career opportunities for teacher candidates who complete programs and are endorsed for licensure include teacher and graduate school.  Other opportunities that may be available include principal, educational specialists, school district administrator, superintendent, director of instruction, instructional program coordinator, non-instructional coordinator, educational researcher, higher education faculty in the field of education.

Institute of Professional Educator Development (IPED) Overview

The Institute of Professional Educator Development (IPED) houses two interrelated educator development programs: (1) the educator preparation program supports undergraduate and post baccalaureate initial licensure programs; and, (2) the advanced professional development program provides licensed teachers with professional development, licensure renewal, additional licensure, and supports alternative routes to licensure. Through IPED’s current pathways to licensure, professional development projects, and co-teaching initiatives, we directly and indirectly support all learners in Southeastern Wisconsin, preparing them to be successful in their professional, civic, and personal lives.

The mission of IPED is to respond to the changing demands of our profession, of our learners, and of our region, by providing innovative, career-long educator development. In the educator preparation program, we believe, that through collaboration with community partners, we prepare knowledgeable, responsive educators who commit to the education of all learners in a diverse and dynamic world.

Educator preparation offers programs that lead to initial teacher licensure approved by the Wisconsin Department of Public Instruction. The Institute offers initial teacher licensure in early childhood education (birth-age 8), elementary education (grades 1-8), cross categorical special education (grades 1-8 or grades 6-12), secondary education (grades 6-12), English as a Second Language (birth – grade 12) and music education (birth – grade 12). Undergraduate teacher candidates seeking licensure in elementary education should declare the bachelor of science in elementary education with a minor in an approved academic content area. Undergraduate teacher candidates seeking licensure in secondary education should declare an approved content major as well as a secondary education major. Undergraduate teacher candidates seeking licensure in early childhood education must have an AAS in Early Childhood Education from a Wisconsin Technical College or equivalent program prior to declaring the bachelor of science in early childhood education at UW-Parkside. Music education teacher candidates should declare the bachelor of arts in music with a music education concentration. Teacher candidates pursuing early childhood, elementary, secondary and music education licensure may be at the undergraduate or post baccalaureate level.

Undergraduate teacher candidates seeking licensure in English as a Second Language must declare a minor in English as a second language AND declare a bachelor of science degree in early childhood, elementary education, secondary education, or a bachelor of arts degree in music with a music education concentration.

Advanced professional development offers a technology and pre-engineering licensure program for post baccalaureate teacher candidates that leads to an early childhood – adolescence license in technology and pre-engineering. The program is designed with two tracks, one for the emergency licensed teacher or licensed teacher serving outside of their licensure area and a second track for the post baccalaureate student with no teaching experience.

Professionals already holding a teaching license may add-on licensure in any of the licensure areas offered by IPED.

Advising in Educator Preparation Licensure Programs

Educator preparation advising is a collaborative process. The advisor and student work as a team to develop a successful advisor/advisee relationship. Both the advisor and the student have important responsibilities in developing and maintaining this teamwork.  The educator preparation advisor is responsible for meeting with the student as soon as possible. The advisor will determine what other team members should be assigned to the advising team based on the teacher candidates’ chosen major and/or pathway.  All admitted UW‐Parkside teacher candidates, in good standing, can indicate their intent to enter the educator preparation program by declaring their plan with the educator preparation program advisor in IPED by filling out a plan declaration form. Advising each semester is mandatory in this program.

IMPORTANT: All students must meet with the Educator Preparation Advisor for curricular and program requirement.  Advising from anyone but the Educator Preparation advisor will not be deemed official for the EDU program.  Rules and regulations for the EDU program change often by the State of Wisconsin and any other source of advising cannot be guaranteed to be correct.

Transferring into an Educator Preparation Program

Teacher candidates who wish to transfer into a licensure program may do so by meeting all of the admission requirements. Teacher candidates who have prior education coursework may request a transcript review to determine possible equivalency of competencies met in our coursework.  At a minimum, teacher candidates must present a course syllabus that addresses the learning outcomes and standards met within the course they are seeking to transfer. The faculty member evaluating the course evidence may require additional information to make a final determination. Courses older than 5 years will not be eligible for review or equivalency for teacher candidates in undergraduate initial licensure programs.

Co-Teaching Clinical Field Program

All licensure programs within IPED have adopted the co-teaching model to guide our clinical practices. Co-teaching first defined by Cook and Friend (2004), and later developed by faculty at St. Cloud State University to mean, “two teachers (mentor teacher /teacher candidate) working together with a group of teacher candidates. And to intentionally and strategically work together” in each of the following areas:

  • Planning, Organization, Delivery and Assessment of Instruction
  • Management of Physical Space

Beginning in the very first education course teacher candidates are actively engaged in the classroom working with K-12 students. These experiences are called clinical field experiences. Prior to working in the classroom, UW-Parkside teacher candidates are required to attend workshops to learn strategies used in the co-teaching model. Teacher candidates work with professional educators trained in the co-teaching model who mentor and coach them so that they are able to learn first-hand what it takes to be a great teacher.

Teacher candidates spend many hours working in the classroom preparing for licensure. This time is valuable as teacher candidates prepare to become a teacher and allows teacher candidates the opportunity to gain multiple and varied classroom teaching experience under the direction of professional mentor teachers. The total minimum clinical hours teacher candidates spend in the K-12 classroom PRIOR to residency (student teaching) are:

  • Secondary Education Teacher Candidates- 240 hours
  • Music Education Teacher Candidates- 240 hours
  • Elementary Education Teacher Candidates- 340 hours
  • Special Education Teacher Candidates – 340 hours
  • Early Childhood Education Teacher Candidates – 260 hours

Teacher candidates must provide their own transportation to and from clinical field experiences. Some of the field experiences will be outside of Kenosha County, in counties such as Racine, Walworth and Milwaukee, but will not to exceed 30 miles one way unless approved by the student.

Exploring the Undergraduate Licensure Program

EDU 100 and EDU 200 are each 1-credit courses that explore many facets of the institution that we call a school. Both courses are offered before teacher candidates must apply for admission to the licensure program and offer the opportunity to determine if the field of education is their desired path.

EDU 100 is designed for teacher candidates to explore the profession of teaching and learning. Throughout this course, teacher candidates will have multiple opportunities to engage with peers, faculty, teachers and 6-12 grade teacher candidates as you begin to participate in a way of life that is associated with public service. EDU 200 is designed for teacher candidates to begin to explore how family and community factors impact learning in and outside of schools.

Requirements for Admission to the Educator Preparation Undergraduate Licensure Programs

All admitted UW-Parkside teacher candidates, in good standing, can indicate their intent to enter the educator preparation program.

Teacher candidates who plan to complete educator preparation requirements for licensure must apply and be admitted to the educator preparation program. Admission to the program is required for teacher candidates to enroll in EDU courses at or above the 300 level. It is strongly advised that teacher candidates follow the directions for admission closely and work with the IPED advisor during the application process.

Application for admission dates are posted on the teacher education website www.uwp.edu/learn/departments/educatordevelopment/. Applications received after the deadline or incomplete applications will be processed during the next application period. The “term” you are applying for is the next regular academic period (fall/spring).

The following are the minimum requirements for the program and must be met to complete the application for admission process:

  • Admission to UW-Parkside;
  • A minimum cumulative grade point average of 2.75 overall, including grades from all higher education institutions attended.  (Teacher candidates who do not meet the GPA requirement but meet all other requirements may qualify for admission through the exceptions policy.);
  • Declared intent to enroll in the educator preparation program;
  • Declared a licensable major, or have planned an intended pathway with the IPED advisor;
  • Completed the UW-Parkside skills requirements (Math 102/111 and ENGL 101);
  • Communication skills assessment (Must meet ONE of the following)
    • Pass all three sections of the Praxis CORE, official score report sent to UW-Parkside
    • Earn a grade of C+ or better in English 101 and Math 102 or 111 (completed within the previous 10 years).
    • ACT – must have a composite score of 23 or higher with a minimum score of 20 on English, math and reading AND the score is within the previous10 years.
    • SAT - must have a composite score of 1070 or higher with a minimum score of 450 on math and verbal AND the score is within the previous 10 years.
    • GRE Revised General Test- must have a composite score of 298 or higher with a minimum score of 150 on verbal and 145 on math AND the score is within the previous 10 years.
      (Teacher candidates who do not meet the Praxis requirement but meet all other requirements may qualify for admission through the exceptions policy.);
  • Satisfactory criminal background check (If currently enrolled in EDU 100 or EDU 200 this is already complete.);
  • For early childhood applicants: successful completion of associate of applied science degree in early childhood from a Wisconsin Technical College (as indicated in state-wide agreement), with an overall minimum GPA of 2.75, and a minimum GPA of 3.0 in all early childhood courses;
  • For elementary education applicants: successful completion (grade C+ or better) or current enrollment in EDU 100, 200, 210, 211 and 212 at time of application;
  • For secondary education applicants: successful completion (grade of C+ or better) or current enrollment in EDU 100, 200 and 211 at time of application;
  • For special education applicants: successful completion (grade of C+ or better) or current enrollment in EDU 100, 101, 200, 210, 211 and 212 at time of application;
  • Completed Educator Preparation Application for admission during open enrollment period;
  • Completed Addendum to the Criminal Background Check Form.

Note: A student’s application for admission to the Program is considered by the Program when the requirements listed above are complete. A student’s qualifications for continuance in the Educator Preparation Program is subject to review and change by the Educator Preparation Leadership Team at any time while the student is enrolled. Teacher candidates should check with their advisor for any additional program specific requirements as they can change without notice due to statute and law change.

Program Level Outcomes

Consistent with IPED’s conceptual framework which stems from the mission and vision, the following outcomes have been identified as points of assessment of teacher candidate knowledge, skills, and dispositions:

  1. Competent Professionals
    The teacher candidate demonstrates:
    • Subject specific knowledge
    • Pedagogical and practical culturally responsive knowledge
    • Ability to use technology in teaching and learning
    • Ability to teach in a multicultural and multilingual society
    • Ethical practice
  2. Reflective Practitioners
    The teacher candidate demonstrates:
    • Intellectual engagement and actively pursues personal and professional lifelong learning
    • Practice related to data-driven decision making
    • Engagement in self-assessment
  3. Engaged Collaborative Professionals The teacher candidate demonstrates:
    • Engagement in collaborative efforts to advance teaching and learning;
    • Communication and advocacy for children, families and communities;
    • Equitable access by engaging all learners with meaningful learning opportunities;
    • Persistence in developing innovative practices.
  4. Responsive Practitioners
    The teacher candidate demonstrates:
    • An awareness of the sociocultural forces that impact the in-school and out-of-school lives
    • An ability to value and teach about diversity, inclusivity, and equity
    • Growth toward cultural competency and culturally responsive teaching
    • Strength-based approaches to engaging PK-12 students

Program Progression

The following describes the sequence of stages within all educator preparation programs:

Pre-Professional Learning
In pre-professional Learning, teacher candidates develop (1) discipline- specific content knowledge; (2) cross-disciplinary competencies, (3) knowledge and understanding of the learner and learner development, and (4) dispositions supporting professional and ethical practice. This is accomplished through the pre- professional clinical sequence, the general education program, and introductory and developing program in the major.

Developing Expertise
Once teacher candidates demonstrate pre-professional competence, they advance to developing expertise. In this sequence, candidates develop knowledge, dispositions and practices associated with (1) the design of developmentally appropriate learning experiences of all types, (2) developing understanding of the role that context and culture (including language) play in shaping learning, and (3) the design of developmentally appropriate assessment and evaluations of student learning. This sequence forms the foundation for the development of more adaptive professional expertise.

In this sequence, candidates also receive instruction from UW-Parkside faculty and instructors in the clinical practicum placement site. Candidates go beyond observation and case study and actually practice the theory and models they are learning with the support of a co-teaching mentor.

Demonstrating Expertise in Practice
Candidates who demonstrate the necessary development of expertise in practice enter the Demonstrating Expertise level of our program, in which they demonstrate their expertise through increasingly complex practice in response to the different needs of specific learners and groups of learners in classrooms. The sequence develops deep understanding of (1) diagnosis of learning needs and differentiation of instruction, (2) culturally relevant practice, and (3) designed development of literacy, including the teaching of reading.  Candidates design units of instruction, both single-content and interdisciplinary; they implement these designs and assess the impact of the design on student learning outcomes; and they work with cooperating co-teachers to design their own continuing professional development based on reflection on their own practice

Residency
When candidates have demonstrated expertise in practice that is consistent with the capacity to teach both collaboratively and independently in a classroom, they move into the residency (formerly known as student teaching). The residency is designed as an authentic teaching experience, with candidates assuming full responsibility for the learning of teacher candidates over the course of one semester. Residents are fully integrated into the professional life of the schools in which they are working. Residency is 18 weeks in duration.

EDUCATOR PREPARATION UNDERGRADUATE LICENSURE PROGRAMS

Requirements for the Early Childhood Education Major (40 credits and 260 clinical hours)

EC Early Childhood – PK-3
The Early Childhood Education Major is a 2+2 articulation program in cooperation with Wisconsin Technical Colleges.  A student must first complete the A.A.S.  in Early Childhood Education from Wisconsin Technical Colleges or an equivalent program prior to enrolling at UW-Parkside and declaring a Bachelor of Science in Early Childhood Education.

The bachelor of science in early childhood education includes a range of essential foundational “core” classes as well as courses in specialized areas pertinent to teaching learning at early childhood developmental levels. The content of the courses in each program is guided by National Standards and the Wisconsin Department of Public Instruction standards as well as five integrated themes identified as foundational elements which are embedded in each education course: collaboration with regional partners to support clinical experiences, culturally responsive teaching, reflective practice, civic engagement and empowerment, and the integration of digital technology to enhance teaching and learning.

Admission and Eligibility
It is the learner’s responsibility to demonstrate fulfillment of the current admission requirements of UW-Parkside at the time of entry. Please note that this 2+2 articulation agreement is valid only for teacher candidates who have successfully completed all A.A.S. degree requirements in early childhood and have a minimum cumulative GPA of 2.75 in all courses, a minimum cumulative GPA of 3.0 in early childhood courses, and at least a 2.75 in each early childhood course. Furthermore, teacher candidates must maintain a minimum cumulative GPA of 3.0 in all early childhood education courses taken at UW-Parkside in order to complete the B.S. degree with a major in early childhood education.  Program to program transfer courses/credits are accepted only for the degree specified in this agreement.  Admission to UW-Parkside does not guarantee admission to the early childhood educator program in the UW-Parkside Institute of professional educator development. To be eligible to apply for program admission student must meet the following conditions: For early childhood applicants: successful completion of associate of applied science degree in early childhood from a 2 year WI Technical College, and successful completion (grade of C+ or better) or current enrollment in EDU 212 at time of application

University Skill Requirements
All degree seeking teacher candidates must complete a set of skills requirements in reading and writing and computational skills. Teacher candidates in the early childhood education major must complete ENGL 101 Composition and Reading and MATH 102 Survey of Mathematics or MATH 111 College Algebra I  prior to their application for admission to the educator preparation program. Teacher candidates may choose between MATH 102 and MATH 111.  The early childhood degree does not require a minor.

Advising
UW-Parkside and Wisconsin Technical Colleges will provide academic advising to learners inquiring about UW-Parkside programs. Learners will be connected with a UW-Parkside educator development advisor prior to transfer.  UW-Parkside and Wisconsin Technical Colleges will share materials, catalogs, and other information to facilitate their understanding of requirements and programs. 

IMPORTANT: All students must meet with the Educator Preparation Advisor for curricular and program requirement.  Advising from anyone but the Educator Preparation advisor will not be deemed official for the EDU program.  Rules and regulations for the EDU program change often by the State of Wisconsin and any other source of advising cannot be guaranteed to be correct.

Required Core Education Courses (40 credits)

  1. Complete AAS in WTCS Early Childhood Education
    (Required for admission into the major.)
    BENCHMARK – Admission to Major Required to Move Forward
     
  2. Developing Expertise Sequence I (6 credits)
    EDU 212 Mathematics for Elementary and Middle School Teachers 3 cr
    EDU 333 Children’s and Adolescent Literature and New Literacies 3 cr
  3. Developing Expertise Sequence II (5 credits)
    EDU 304 Context and Culture in Learning Environments 2 cr
    EDU 332  Foundations of Literacy 3 cr
  4. Demonstrating Expertise in Practice Sequence (17 credits)
    EDU 325 Introduction to Second Language Acquisition 3 cr
     EDU 430 Seminar: Using Technology to Engage in Action Research I 2 cr
    EDU 431 Teaching Developmental Math
    Concepts, K-2
    3 cr
    EDU 432 Teaching Developmental Literacy, K-2 3 cr
    EDU 433 Teaching Developmental Science, K-2 2 cr
    EDU 434 Teaching Developmental Movement and Health Education 2 cr
    EDU 440 Seminar: Using Technology to Engage in Action Research II 2 cr
  5. The Residency (12 credits)
    EDU 420 Residency Seminar 2 cr
    EDU 425 Residency (Student Teaching) 10 cr

Requirements for the Elementary Education Major (86-106 Credits and 340 clinical hours)

Middle Childhood – Early Adolescence Licensure: age 6-12 or 13, grades 1-8
The elementary education major is designed for UW-Parkside teacher candidates who desire to teach elementary and middle school teacher candidates. The completion of the major will lead to a bachelor of science with a major in elementary education. The core program, grounded in child development, learning in social and cultural contexts, curricular design, assessment and data driven decisions, and subject specific pedagogy, will prepare UW-Parkside teacher candidates who successfully pass all program and licensure requirements to earn a license to teach elementary aged children. This program requires that teacher candidates also complete an academic minor.

Teacher candidates who complete this program may apply to be certified to teach in grades 1-8 at the middle childhood through early adolescence teaching license.

University Skill Requirements
All degree seeking teacher candidates must complete a set of skill requirements in reading and writing and computational skills. Teacher candidates in the elementary education major must complete ENGL 101 Composition and reading and MATH 102 Survey of Mathematics or MATH 111 College Algebra prior to their application for admission to the educator preparation program. Teacher candidates may choose either MATH 102 or 111 depending on the requirements of the minor.

General Education
The educator preparation program is committed to supporting the liberal arts education at UW-Parkside through the general education program. The educator preparation program makes the following suggestions for coursework that meet both the university requirements as well as the Department of Public Instruction requirements:

Humanities and the Arts: ART 103 Introduction to 3-D Design; ENGL 167 Introduction to Literature; HUMA 103 Diversity in the US (DV); SPCH 105 Public Speaking

Social and Behavioral Science: HIST 101 The United States, Origins to Reconstruction; POLS 100 American Politics; ECON 101 The American Economy; HIST 128 World History III: From 1800 to Present

Natural Science: BIOS 100 Nature of Life; GEOG 100 Physical Geography and the Environment; GEOS 100 Earth in Perspective; PHYS 120 Astronomy of Native Americans (DV)

Completing the above suggestions does not necessarily mean teacher candidates have completed the requirements of the general education program, please consult with the advisor to ensure all requirements are met.

Required Major Courses (86-106 credits)

  1. Pre-Professional Sequence (9 Credits)
    EDU 100 Educator Learning Community Seminar and Pre-Clinical I 1 cr
    EDU 200 Educator Learning Community Seminar and Pre-Clinical II 1 cr
    EDU 210 Seminar: Exploring Children’s Worlds in Classroom, Context and Community 1 cr
    EDU 211 Child and Adolescent Development 3 cr
    EDU 212 Mathematics for Elementary and Middle School Teachers 3 cr
    BENCHMARK – Admission to Major Required to Move Forward
     
  2. Developing Expertise Sequence (17 Credits)
    EDU 310 Seminar and Practicum II: Learning Design and Assessment 1 cr
    EDU 312 Designed Learning Curriculum 2 cr
    EDU 322 Teaching and Assessing Strategies for Exceptional Learners 3 cr
    EDU 300 Seminar and Practicum I: The Learner
    and Learning
    1 cr
    EDU 304 Context and Culture in Learning  Environments 2 cr
    EDU 332 Foundations of Literacy 3 cr
    EDU 333 Children’s and Adolescent Literature
    and New Literacies
    3 cr
    MUSE 303 Interdisciplinary Teaching and Learning 2 cr
  3. Demonstrating Expertise in Practice Sequence (30 Credits)
    EDU 430 Seminar: Using Technology to Engage
    n Action Research I
    2 cr
    EDU 431 Teaching Developmental Math
    Concepts, K-2
    3 cr
    EDU 432 Teaching Developmental Literacy, K-2 3 cr
    EDU 433 Teaching Developmental Science, K-2 2 cr
    EDU 434 Teaching Developmental Movement and Health Education, K-8 2 cr
    EDU 325 Introduction to Second Language Acquisition 3 cr
    EDU 440 Seminar: Using Technology to Engage in Action Research II 2 cr
    EDU 335 ESL Methods 3 cr
    EDU 442 Teaching Developmental Math
    Concepts, Grades 3-8
    3 cr
    EDU 443 Teaching Developmental Literacy,
    Grades 3-8
    3 cr
    EDU 444 Teaching Developmental Social Studies in an Elementary and Middle School Setting 2 cr
    EDU 445 Teaching Developmental Environmental Science, Grades K-8 2 cr
    BENCHMARK- e-Portfolio Review, Praxis II, and Admission to Residency
     
  4. The Residency (12 Credits)
    EDU 420 Residency Seminar 2 cr
    EDU 425 Residency (Student Teaching) 10 cr
  5. Required Minor Area (18-38 credits)
    Elementary education majors must complete an academic minor.
    • Biological Sciences (24-38 credits)
    • Elementary Mathematics (31 credits)
    • English Language Arts for Elementary Education** (21 credits)
    • English as a Second Language (18 credits)
    • Geography for Teachers (19 credits)
    • History (18 credits)
    • Political Science for Teachers (19 credits)
    • Social Studies for Elementary Teachers (23 credits)
    • Sociology for Teachers (18 credits)

Requirements for the Secondary Education Major (75-120 Credits and 240 clinical hours)

Early Adolescence – Adolescence Licensure: age 10-21, grades 6-12
All teacher candidates declaring the intent to enter the educator preparation program to pursue an early adolescence through adolescence licensure program must also declare a licensable major, one that is recognized by the Wisconsin Department of Public Instruction as appropriate for each license level and category. The following is a summary of currently* approved licensable majors:

  • Biological Sciences (76-79 credits)
  • Chemistry (71 credits)
  • Geosciences/Earth Science (71 credits)
  • English/Language Arts** (43 credits)
  • Geography (40-46 credits)
  • History (39 credits)
  • Mathematics (40-46 credits)
  • Political Science (34 credits)
  • Sociology (38 credits)

** Teacher candidates who declared English with a concentration in Language Arts before February 1, 2015, please check with the IPED advisor as the status of this content area may allow new teacher candidates by 2015-2016.

Required Core Education Courses (41 credits)

  1. Pre-Professional Sequence (5 Credits)
    EDU 100 Educator Learning Community Seminar and Pre-Clinical I 1 cr
    EDU 200 Educator Learning Community Seminar and Pre-Clinical II 1 cr
    EDU 211 Child and Adolescent Development 3 cr
    BENCHMARK – Admission to Major Required to Move Forward
     
  2. Developing Expertise Sequence (8 credits)
    EDU 300 Seminar and Practicum I: The Learner
    and Learning
    1 cr
    EDU 304 Context and Culture in Learning Environments 2 cr
    EDU 310 Seminar and Practicum II: Learning Design and Assessment 1 cr
    EDU 312 Designed Learning Curriculum 2 cr
    EDU 314 Assessment of Learning 2 cr
  3. Demonstrating Expertise in Practice Sequence (16 credits)
    EDU 430 Seminar: Using Technology to Engage in Action Research I 2 cr
    EDU 402 Instructional Models and Strategies 3 cr
    EDU 322 Teaching and Assessing Strategies for Exceptional Learners 3 cr
    EDU 440 Seminar: Using Technology to Engage in Action Research II 2 cr
    EDU 412 Literacy Development 3 cr
    EDU 414 Culturally Relevant Pedagogy 3 cr
    BENCHMARK- e-Portfolio Review, Praxis II, and Admission to Residency
     
  4. The Residency (12 credits)
    EDU 420 Residency Seminar 2 cr
    EDU 425 Residency (Student Teaching) 10 cr
  5. Required Content Major Area (34-79 credits)
    The approved minors are listed above.

Requirements for the Special Education Major (66-67 credits and 340 clinical hours)

Middle Childhood – Early Adolescence Licensure: grades 1-8
Early Adolescence – Adolescence Licensure: grades 6-12

The B.S. in Special Education is a 123-credit program that is designed for UW-Parkside teacher candidates who desire to teach special education teacher candidates at either the MC-EA developmental level or the EA-A developmental level.  The content courses listed provide teacher candidates with a solid theoretical base and the methods necessary to be successful special education teachers of elementary, middle, and high school teacher candidates. The proposed major requirements include fundamental preparation courses (12 credits), special education specific courses (19-20 credits), upper-level integrated content/pedagogy specific courses (21 credits), and clinical courses (23 credits). In addition to these 70 credits, UW-Parkside requires 50 credits of general education academic skills courses and the fulfillment of the foreign language and an ethnic diversity requirement. The delivery mode of this program will be primarily face-to-face in a traditional baccalaureate program leading to bachelor’s degree with a major in special education with a concentration in either Middle Childhood-Early Adolescence or Early Adolescence-Adolescence and a cross-categorical licensure pathway at either the MC-EA or EA-A level.

Candidates must choose a licensure concentration from the areas of: (a) specific learning disabilities (SLD), (b) emotional/behavioral disorders (EBD), or (c) intellectual disability (ID; also referred to as DDA, or developmental disabilities and autism, in the CEC standards). Autism is combined with DD in the standards and referred to as ASD, Autism Spectrum Disorder. As a program, we will be endorsing all three concentrations throughout. The candidates’ chosen concentration will depend on their fieldwork and portfolio of assessments. This is discussed in more detail as part of the assessments in each class below. No minor is required for the special education credential. All three license concentrations (SLD, EBD, and ID) will be threaded throughout the program and a candidate will choose their concentration at the end of their course progression, depending on their field placements. For example, if a candidate works in an inclusion setting for most of their field placements, they will most likely choose SLD and/or EBD as their concentration(s). If they work in self-contained classrooms with students with ID, they will most likely focus on ID. The candidate determines this through collaboration with her or his advisory team, including the academic advisor, cooperating teachers, and faculty advisor. Throughout the program, candidates develop a portfolio in LiveText, which includes case studies, assessments, individualized plans, lesson plans, and information about their clinical placements. By the start of the 400 year (i.e., before beginning EDU 436, EDU 439, and EDU 447) candidates should have met with their advisory team to begin thinking about their concentration and focus on that disability area for the duration of their program, including the student teaching semester. The definition of ‘concentration’ in this catalog section is consistent with DPI licensure requirement; it is not an academic concentration under UW-Parkside’s definition.

Required Core Education Courses (66-67 credits)

  1. Pre-Professional Sequence (12 Credits)
    EDU 100 Educator Learning Community Seminar and Pre-Clinical I 1 cr
    EDU 101 Introduction to Disability 3 cr
    EDU 200 Educator Learning Community Seminar and Pre-Clinical II 1 cr
    EDU 210 Seminar: Exploring Children’s Worlds in Classroom, Context and Community 1 cr
    EDU 211  Child and Adolescent Development 3 cr
    EDU 212 Mathematics for Elementary and Middle School Teachers 3 cr
    BENCHMARK – Admission to Major Required to Move Forward
     
  2. Developing Expertise Sequence (19 Credits)
    EDU 300 Seminar and Practicum I: The Learner and Learning 1 cr
    EDU 304 Context and Culture in Learning Environments 2 cr
    EDU 310 Seminar and Practicum II: Learning Design and Assessment 1 cr
    EDU 322 Teaching and Assessing Strategies for Exceptional Learners 3 cr
    EDU 324 Individual Learning Design and Technology 3 cr
    EDU 326 Behavioral and Psychosocial Models 3 cr
    EDU 332 Foundations of Literacy 3 cr
    EDU 333 Children’s and Adolescent Literature  and New Literacies 3 cr
  3. Demonstrating Expertise in Practice Sequence (16 Credits)
    EDU 335 ESL Methods  3 cr 
    EDU 430 Seminar: Using Technology to Engage in Action Research I 2 cr
    EDU 437 Academic and Behavioral Assessment 3 cr
    EDU 440 Seminar: Using Technology to Engage in Action Research II 2 cr
    EDU 442 Teaching Developmental Math 
    Concepts, Grades 3-8
    3 cr
    EDU 443 Teaching Developmental Literacy, 
    Grades 3-8
    3 cr
    BENCHMARK- Praxis II, Foundations of Reading and Admission to Residency
     
  4. The Residency (12 Credits)
    EDU 420 Residency Seminar 2 cr
    EDU 425 Residency (Student Teaching)   10 cr
  5. Required Concentration (7-8 credits)
    Choose one:
    1. Middle Childhood – Early Adolescence Concentration (7 credits) Licensure: grades 1-8
      EDU 431  Teaching Developmental Math 
      Concepts, K-2
      3 cr
      EDU 432 Teaching Developmental Literacy, K-2 3 cr
      EDU 439 Transition and Self-Determination 1 cr
    2. Early Adolescence – Adolescence Concentration (8 credits) Licensure: grades 6-12
      EDU 412 Literacy Development 3 cr
      EDU 447 Case Management and Developing Individualized Plans 3 cr
      EDU 439 Transition and Self-Determination 2 cr

Requirements for the English as Second Language Minor and EC-A License (18 credits)

Student must by admitted to the educator preparation program prior to taking 300-level education courses. All coursework for the minor must be completed with a minimum grade of C+ in each course and a minimum grade point average of 2.75 for the minor is required.

Required courses (18 credits)

EDU 225 Foundations of ESL and Bilingual Education 3 cr
EDU 235 Home, School, and Culture 3 cr
EDU 325 Introduction to Second Language Acquisition 3 cr
EDU 335 ESL Methods 3 cr
EDU 436 Literacy Methods in the Second Language Classroom 3 cr
EDU 446 Assessment in the Second Language Classroom 3 cr

Requirements for the Social Studies for Elementary Teachers Minor (23 credits)

All coursework for the minor must be completed with a minimum grade of C+ in each course and a minimum grade point average of 2.750 for the minor is required.

  1. Required courses (9 credits)
    ECON 101 The American Economy 3 cr
    GEOG 105 Contemporary Human Geography 3 cr
    GEOG 315 Geography of Wisconsin 3 cr
  2. Political Science Electives (6 credits)
    Choose two:
    POLS 100 American Politics 3 cr
    POLS 103 Introduction to Comparative Politics 3 cr
    POLS 104 Introduction to International Relations 3 cr
    POLS 105 Introduction to Politics 3 cr
  3. U.S. History Elective (3 credits)
    Choose one:
    HIST 101 The United States: Origins to Reconstruction 3 cr
    HIST 102 The United States: Reconstruction to Recent Times 3 cr
  4. History Elective (3 credits)
    Choose one:

    HIST 118 Western Civilization I: From Antiquity
    to 1300
    3 cr
    HIST 119 Western Civilization II: The Middle Ages
    to 1815
    3 cr
    HIST 120 Western Civilization III: From 1815 to
    the Present
    3 cr
    HIST 126 World History I: From Antiquity to 1300 3 cr
    HIST 127 World History II: From 1300 to 1800 3 cr
    HIST 128 World History III: From 1800 to
    the Present
    3 cr
  5. Required Course (2 credits)
    EDU 444 Teaching Developmental Social Studies in an Elementary and Middle School Setting 2 cr

Requirements for PK-12 Music Education Licensure Programs

Early Childhood – Adolescence: birth – age 21, grades PK4-12
Teacher candidates interested in the music education program should refer to the Music section of the catalog.

IPED Post Baccalaureate Licensure Programs

The post-baccalaureate licensure program is for teacher candidates who hold a bachelor’s degree or above and wish to obtain a Wisconsin teaching license.

Post-Baccalaureate Licensure Programs available:

  • Elementary Education: Middle Childhood through Early Adolescence Licensure
    • Same as listed above
  • Secondary Education: Early Adolescence through Adolescence Licensure
    • Same as listed above
  • Music Education: Early Childhood – Adolescence Licensure
  • Technology and Pre-Engineering: Early Childhood – Adolescence Licensure

Post-baccalaureate teacher candidates may enroll in an elementary or secondary licensure program at the undergraduate level; teacher candidates must meet the same admission requirements as the undergraduate teacher candidates; and will follow the same pathway to licensure as detailed above. Coursework is offered primarily during the daytime hours with required clinical field experiences during the K-12 school day. For more detailed programmatic information, contact the IPED advisor at (262)595-2180.

Requirements for Technology and Pre-Engineering Education Licensure Program

The technology education and pre-engineering licensure program is an innovative post-baccalaureate licensure-only program that provides technology content courses through our partner technical colleges and a series of pedagogy courses, field placements and student teaching experiences, provided by UW-Parkside’s Institute of Professional Educator Development (IPED). The program is based on DPI’s student learning outcomes and teaching standards for technology and pre-engineering. Content areas covered at partnering technical colleges include: architecture and construction; electronics; engineering; manufacturing; power and energy; and transportation standards.

Pathway to Licensure Options:
The technology education program has two licensure pathway tracks:

  1. Teachers currently on an emergency 220 permit/license and teaching in a school district; or,
  2. Post baccalaureate candidates who may be career changers from fields in manufacturing, construction, automotive, and/or military services.

Prior Learning Assessment Portfolio
See UW-Parkside PLA portfolio policy in the policy section of this catalog.

Required Education Courses under Option 1 (28 credits)

TCED 390 Contact, Culture and Technology 3 cr
TCED 391 Technological Literacy and Communication 3 cr
TCED 392 Design for Learning I 3 cr
TCED 393 Design for Learning I Seminar 3 cr
TCED 397 Residency: Teaching for Design and Innovation 3 cr
TCED 398 Residency Seminar 3 cr
TCED 420 Student Teaching Seminar 5 cr
TCED 425 Student Teaching 5 cr

Required Education Courses under Option 2 (25 credits)

TCED 391 Technological Literacy and Communication 3 cr
TCED 392 Design for Learning I 3 cr
TCED 393 Design for Learning I Seminar 3 cr
TCED 394 Design for Learning II 3 cr
TCED 395 Design for Learning II Seminar 3 cr
TCED 420 Student Teaching Seminar 5 cr
TCED 425 Student Teaching 5 cr

 Required Technical Content Courses for Option 1 & 2
The Department of Public Instruction requires that technology education teacher candidates meet competencies in ten technology related content areas in order to qualify for certification. The content areas are:

  • Broad Based Technology and Engineering
  • Architecture and Construction
  • Biotechnology
  • Electronics
  • Engineering
  • Environmental Technologies
  • Information and Communication Technologies
  • Manufacturing
  • Power and Energy
  • Transportation Standards

IPED partners with regional technical colleges to identify a series of courses that will meet all of the competencies required within each of the technology content areas. For the current list of required courses please contact educator.preparation@uwp.edu.

Licensure Requirements

All programs leading to licensure must meet the requirements of the Wisconsin Department of Public Instruction. The WI DPI may make changes to the requirements for licensure at any time that may affect the educator preparation program. It is the teacher candidates’ responsibility to ensure that they are meeting with their advisor regularly to ensure that they have the most current licensure information.

An initial Wisconsin teaching license may be issued to a candidate who has received endorsement from the educator preparation program’s certification office. In order for a candidate to receive endorsement from the educator preparation program they must meet all of the following:

  • Successful completion of a licensable major, baccalaureate degree and UW-Parkside educator preparation program (including residency).
  • All clinical program and residency evaluations reflect the successful completion of the program.
  • Successful completion of the appropriate content knowledge assessment (Praxis II).
  • Successful completion of the Foundations of Reading Test (FORT) (for majors in early childhood, elementary education, and special education).
  • Successful completion of the edtpa, Teacher Performance Assessment (for all majors and initial licensure candidates)
  • A minimum cumulative GPA of 2.75 or above for initial programs or 3.0 for advanced (post-bac) programs; AND, maintain a 3.0 GPA in the educator preparation program (EDU courses) with no single EDU course grade lower than a C+ (with the exception of residency coursework.) Residency coursework must be completed with a grade of B or better.  Candidates who do not meet the minimum cumulative GPA may apply for completion under the Exceptions Policy.

Out-of-State License Applications

Teacher candidates who wish to apply for licensure in states outside of Wisconsin should notify the IPED advisor as soon as possible. It is the student’s responsibility to know what the requirements for licensure are in the state they desire licensure. IPED will work with the student to assist in meeting the requirements of the state within the educator preparation program and/or the advanced professional development. If IPED is unable to assist in meeting the requirements of the state, the advisor may assist the student in finding alternatives. It is critical that teacher candidates identify early in their pathway to licensure if they will be seeking initial licensure outside of Wisconsin.

Add-on Licensure

Current State of Wisconsin valid licensed teachers can add- on additional licensure areas. To add a license, the Director of Certification will review previous coursework completed for initial licensure, coursework completed for advanced degrees, clinical field experiences and residency (student teaching) experiences, teaching license(s) and professional experience. Once a thorough review is completed a plan will be provided detailing the required steps to add-on licensure. Contact us at educator.preparation@uwp.edu for more information.

Courses in Educator Development (EDU)

100 Educator Learning Community Seminar and Pre-Clinical I 1 cr
 

Prereq:  Consent of the institute. Freq: Fall, Spring, Summer.
Examination of the state of education in southeastern Wisconsin, as experienced in a structured observation of diverse school and classroom environments. Emphasis on cognitive, linguistic, social, cultural, and environmental contexts of teaching and learning. Members of the pre- professional educators learning community will complete 20 hours of supervised and evaluated field experiences in well-structured field visits and work-shadowing opportunities.

     
101
 Introduction to Disability
3 cr
 

Prereq:  Consent of the institute. Freq: Fall, Spring.
Focuses on ways in which society defines disabilities and our attempts to adjust and include individuals with disabilities.  It covers history of disability and advocacy, law, accessibility, and seeing people with disabilities as an underrepresented minority group and society as having a moral obligation to accommodate those with differences. Requires 20 volunteer hours at a community organization that serve people with disabilities.

     
200 Educator Learning Community Seminar and Pre-Clinical II 1 cr
 

Prereq:  Consent of the institute. Freq: Fall, Spring, Summer.
Examination of the complex diversity of the people who live, work and learn in southeastern Wisconsin, with an emphasis on the exploration of learning in community. The seminar supports analysis of learning environments created by community initiatives and organizations representing the diverse racial, cultural, language and economic groups within southeastern Wisconsin.  Members of the pre-professional educators learning community will complete 20 hours of supervised and evaluated field experiences in well-structured community placements.

     
210 Seminar: Exploring Children’s Worlds in Classroom, Context and Community 1 cr
 

Prereq: Consent of the institute. Freq: Fall, Spring.
Provides the opportunity for teacher candidates to complete a minimum of 40 hours in a school setting focusing on observing child development and what children do and do not understand specifically about math.

     
211 Child and Adolescent Development 3 cr
 

Prereq: Consent of the institute. Freq: Fall, Spring.
Explores the principles and theories of child growth and development from birth through adolescence, focusing on ages 5-15. Includes physical, social, emotional and cognitive domains of development and application to educational settings.

     
212 Mathematics for Elementary and Middle School Teachers 3 cr
 

Prereq: Consent of the institute. Freq: Fall, Spring.
Focuses on the mathematical knowledge that an elementary and middle school teacher needs to know in order to teach successfully in a K-8 classroom.

     
225 Foundations of ESL and Bilingual Education 3 cr
 

Prereq: Consent of the institute. Freq: Fall, Spring.
Provides a general overview of the history, politics, and legal and social contexts of bilingual and English as a second language (ESL) education in the United States and worldwide. Introduces students to second language acquisition (SLA) theory and provides an overview of current research regarding language acquisition and best educational practices for ELLs including assessment techniques.

     
235 Home, School and Culture 3 cr
 

Prereq: Consent of the institute. Freq: Fall, Spring.
Explores historical, social, and linguistic factors as they relate to the cultural characteristics of English language learners (ELLs) in our schools. Emphasizes the relationship between language and culture and how that relationship impacts school achievement.

     
300 Seminar and Practicum I: The Learner and Learning 1 cr
 

Prereq:  Admission to the educator preparation program and consent of the institute. Freq: Fall, Spring.
Explores human learning and development and the professional design of effective learning progressions and environments. Introduces candidates to models and strategies of instruction derived from specific theoretical perspectives on human learning, development, and difference as they apply in educational practice.  Allows candidates to apply understandings of learning theory and models to design developmentally and culturally appropriate learning for K-12 students in 40 contact hours of supervised and evaluated practicum experience.

     
304 Context and Culture in Learning Environments 2 cr
 

Prereq: Consent of the institute. Freq: Fall, Spring.
Develop deep understanding of the complex interaction between context, culture, and learning. Research the professional knowledge base regarding the role of language, culture, and class on individual and group learning, including learning of specific academic content such as math, science, social studies and reading.

     
310 Seminar and Practicum II: Learning Design and Assessment 1 cr
 

Prereq:  EDU 300, consent of the institute. Freq: Fall, Spring.
Introduces models and strategies of learning design and assessment derived from current theoretical perspectives on valid, reliable and meaningful design and evaluation of learning. Applies learning and assessment design to the creation and evaluation of content-based learning in 40 contact hours of supervised and evaluated practicum experience in diverse P-12 educational settings.

     
312 Designed Learning Curriculum 2 cr
 

Prereq:  EDU 300, consent of the institute. Freq: Fall, Spring.
Develops understanding of current theory, concepts and principles, and models of instructional design. Applies learning progressions based on assessed student needs for both individual and group learning.

     
314 Assessment of Learning 2 cr
 

Prereq:  EDU 300, consent of the institute. Freq: Fall, Spring.
Develops understanding of theories of assessment and evaluation of learning, and examine models of classroom assessment design. Explores approaches to classroom assessment, standardized achievement testing, psychometrics, and diagnostic assessments. Applies theories of assessment and evaluation to create a learner-centered assessment strategy for a short term learning progression.

     
320 Family, School and Community Partnerships Seminar 1cr
 

Prereq: Admission to the educator preparation program. Consent of the institute. Freq: Fall, Spring.
Focuses on the importance of communication and partnership with parents and other community members and organizations to support student success.  Requires a minimum of 40 hours in a school setting.

     
322 Teaching and Assessing Strategies for Exceptional Learners 3 cr
 

Prereq: Consent of the institute. Freq: Fall, Spring.
Examines differentiated instruction for learners with special needs in general education environments. Introduces the co-teaching model and collaborative role of general and special educators in general education classrooms.

     
324 Individual Learning Design and Technology 3 cr
 

Prereq: Consent of the institute. Freq: Fall, Spring.
Develops familiarity with formal and informal assessments; assistive and adaptive communication devices; assistive technology devices and services; teaching students with differing ways of learning, behaving, and communicating; managing service providers and paraprofessionals; and lesson planning and adaptation.

     
325 Introduction to Second Language Acquisition 3 cr
 

Prereq: EDU 225, 235; consent of the institute.  Freq: Fall, Spring.
Introduces sociocultural and linguistic concepts associated with second language acquisition.

     
326 Behavioral and Psychosocial Models 3 cr
 

Prereq: Consent of the institute. Freq: Fall, Spring.
Develops mastery in psychosocial and behavioral models and strategies.

     
330 Seminar: Culturally Responsive Teaching 1 cr
 

Prereq: Admission to the educator preparation program; consent of the institute.  Freq: Occasionally.
Explores the cultural, social, organizational, and structural factors influencing literacy opportunities, experiences, and outcomes of K-8 students. Teacher candidates will complete a minimum of 60 hours in an elementary classroom setting.

     
331 Teaching Across Cultural Differences 3 cr
 

Prereq: Admission to the educator preparation program. Consent of the Institute.  Freq:  Occasionally.
Teacher candidates explore and create lessons and activities that utilize all learners’ intellectual, social, linguistic and emotional learning styles that make up their cultural attitudes and practices.

     
332 Foundations of Literacy 3 cr
 

Prereq: Admission to the educator preparation program; consent of the institute. Freq: Occasionally.
Provides a basis of instructional literacy strategies, literacy materials, and assessment approaches in K-3 literacy education including phonemic awareness, phonics and spelling, vocabulary development, text structure, fluency, and reading comprehension.

     
333 Children’s and Adolescent Literature and New Literacies 3 cr
 

Prereq: Admission to the educator preparation program; consent of the institute.  Freq:  Occasionally.
Teacher Candidates explore texts associated with children’s and adolescent literature and develop ways to evaluate and select appropriate materials for classroom reading instruction.

     
335 ESL Methods 3 cr
 

Prereq: EDU 225, 235; consent of the institute.  Freq: Fall, Spring.
Examines the knowledge, skills, strategies, and dispositions necessary to support and make accommodations for English language learners in a K-12 classroom.

     
399 Independent Study 1-6 cr
 

Prereq: Consent of the institute. Freq: Fall, Spring, Summer.
Individual study of topics related to education.

     
402 Instructional Models and Strategies 3 cr
 

Prereq:  EDU 310, consent of the institute. Freq: Fall, Spring.
Expands and deepens understanding of theory- and research-based instructional models and strategies, emphasizing the connection between the neurophysiology of learning and development and discipline-specific instructional design, models and strategies.

     
412 Literacy Development 3 cr
 

Prereq:  Consent of the institute. Freq: Fall, Spring.
Expands and deepens understanding of theory- and research-based models of literacy development in reading and writing, with emphasizing literacy development in academic content areas.

     
414  Culturally Relevant Pedagogy 3 cr
 

Prereq:  Consent of the institute. Freq: Fall, Spring.
Expands and deepens understanding of theory of culturally-mediated learning and emergent models of culturally relevant pedagogy. Discusses relevant implications for learning posed by culturally-grounded perspectives on learning, including appropriate and valid academic content.

     
420 Residency Seminar 2 cr
 

Prereq: Consent of the institute. Freq: Fall, Spring.
Conducts research into professional practice in relation to significant challenges sustaining professional vision and identity; adaptive expertise in the face of complex education demands, and enacting and evaluation practice as required by state-mandated edTPA.

     
425  Residency (Student Teaching) 10 cr
 

Prereq:  Consent of the institute. Freq: Fall, Spring.
Provides full responsibility, P-12 school semester-long clinical evaluation of teaching practice.

     
430 Seminar: Using Technology to Engage in Action Research I 2 cr
 

Prereq: Admission to the educator preparation program and Consent of the Institute. Freq: Fall, Spring.
Provides teacher candidates the opportunity to conduct an action research project while serving 60 to 90 clinical hours in an elementary, middle or high school setting.

     
431 Teaching Developmental Math Concepts, K-2 3 cr
 

Prereq:  Consent of the institute. Freq: Fall, Spring.
Explores knowledge, skills, and dispositions necessary to teach K-2 developmental math concepts.

     
432  Teaching Developmental Literacy, K-2 3 cr
 

Prereq: Consent of the institute. Freq: Fall, Spring.
Explores knowledge, skills, and dispositions necessary to teach K-2 developmental literacy concepts.

     
433 Teaching Developmental Science, K-2 2 cr
 

Prereq:  Consent of the Institute. Freq: Fall, Spring.
Teacher candidates will learn about the knowledge, skills, and dispositions necessary to teach K-2 developmental science concepts.

     
434  Teaching Developmental Movement and Health Education, K-8 2 cr
 

Prereq:  Consent of the Institute. Freq: Fall, Spring.
Teacher candidates learn about the knowledge, skills, and dispositions necessary to teach movement and health education for grades K-8.

     
436 Literacy Methods in the Second Language Classroom 3 cr
 

Prereq:  EDU 325; consent of the institute. Freq: Fall, Spring.
Covers the practical application of theory and research on language and literacy development in multilingual settings. Emphasizes the importance of developing primary language and culturally appropriate instruction. Designed for individuals who are either presently reaching or preparing to teach in a bilingual or English as a Second Language classroom.

     
437 Academic and Behavioral Assessment 3 cr
 

Prereq:  Consent of the institute. Freq: Fall, Spring.
Explores how to gather information, perform nonbiased formal and informal assessments, and design and manage daily routines for student. Introduces the Response to Intervention Model.

     
439 Transition and Self Determination 1-2 cr
 

Prereq: Consent of the institute. Freq: Fall, Spring.
Provides instruction on planning post-secondary goals and outcomes for students with disabilities.

     
440 Seminar: Using Technology to Engage in Action Research II 2 cr
 

Prereq: Consent of the institute. Freq: Fall, Spring.
Provides teacher candidates the opportunity to conduct an action research project while serving 60 to 90 clinical hours in an elementary, middle or high school setting.

     
442 Teaching Developmental Math Concepts, Grades 3-8 3 cr
 

Prereq: Consent of the institute. Freq: Fall, Spring.
Explores knowledge, skills, and dispositions necessary to teach developmental math concepts for grades 3-8.

     
443 Teaching Developmental Literacy, Grades 3-8  3 cr
 

Prereq:  Consent of the Institute. Freq: Fall, Spring.
Teacher candidates will learn about the knowledge, skills, and dispositions necessary to teach developmental literacy concepts for teacher candidates in grades 3-8.

     
444 Teaching Developmental Social Studies in an Elementary and Middle School Setting 2 cr
 

Prereq: Consent of the institute. Freq: Fall, Spring.
Teacher candidates will learn about the knowledge, skills, and dispositions necessary to teach social studies for grades K-8.

     
445 Teaching Developmental Environmental Science, Graded K-8 2 cr
 

Prereq: Consent of the institute. Freq: Fall, Spring.
Teacher candidates will learn about the knowledge, skills, and dispositions necessary to teach environmental science at the K-8 level.

     
446 Assessment in the Second Language Classroom 3 cr
 

Prereq:  EDU 325; Consent of the institute. Freq: Fall, Spring.
Covers language assessment in the bilingual/multilingual classroom, along with current assessment trends in Wisconsin including the WIDA “can do” descriptors and the ACCESS test. Designed for individuals who are either presently teaching or preparing to teach in a bilingual or English as a Second Language classroom.

     
447 Case Management and Developing Individualized Plans 3 cr
 

Prereq:  Consent of the institute. Freq: Fall, Spring.
Focuses on the process of collaboration and communicating with families, students, school staff, related service providers, and all other stakeholders to develop educational and behavioral plans.

     
450 Elementary or Middle School Residency Seminar 2 cr
 

Prereq:  Admission to the educator preparation program, Admission to Residency and consent of the institute. Concurrent with EDU 455. Freq: Fall, Spring.
Teacher candidates will learn about the knowledge, skills, and dispositions necessary to teach in the elementary or middle school setting while serving as a co-teacher during an 18-week residency, and will complete the edTPA.

     
455 Elementary or Middle School Residency 10 cr
 

Prereq:  Admission to the educator preparation program, Admission to Residency and consent of the institute. Concurrent with EDU 450. Freq: Fall, Spring.
Teacher candidates will serve as a co-teacher in an elementary or middle school setting for a full 18-week semester.

     
499 Independent Study 1-6 cr
 

Prereq: Consent of the Institute. Freq: Fall, Spring, Summer.
Individual study of advanced topics related to education.

     

 

Courses in the Technology and Pre-Engineering (TCED)

390 Contact, Culture and Technology 3 cr
 

Prereq: Admission to the alternative route to technology education licensure program and consent of the Institute of Professional Educator Development. Freq: Summer.
Develops perspective and enhances skills in living and working in a technological society. Explores leaning skills, oral/written technology, and current technological advances in southeast Wisconsin.

     
391 Technological Literacy and Communication 3 cr
 

Prereq: Consent of the Institute of Professional Educator Development. Freq: Summer.
Become familiar with reading processes, fundamentals of reading instruction, factors that influence the ability to read text materials: instructions, diagrams, data, and technical material. Explores current methods, theories and materials used with transitional readers in content area instruction; the link between assessment and instruction; and reading strategies that support and sustain reading of middle and high school learners. Selects, administers and analyzes reading assessment tools and explore literature resources. Develops knowledge of Advancing Excellence in Technological Literacy and Standards for Technological Literacy.

     
392 Design for Learning I 3 cr
 

Prereq: Consent of the Institute of Professional Educator Development. Freq: Summer.
Examines the technological design process as related to designing developmentally appropriate learning experiences for middle and high school students.  Develops planning instruction and assessment materials emphasizing approaches to learning and teaching, specific teaching and learning strategies, and the role of the technology and pre-engineering education in the school community. Explores the selection, development, and modification of instructional methods that are developmentally appropriate and relevant to the learner.

     
393 Design for Learning I Seminar 3 cr
 

Prereq: Consent of the Institute of Professional Educator Development. Freq: Fall.
Provides teacher candidates firsthand knowledge of the classroom environment. Examines the role of the technology and pre-engineering teacher through observation and co-teaching.  Provides experience in daily classroom management, individual student and small group instruction. Course includes 110 hours of field experience

     
394 Design for Learning II 3 cr
 

Prereq: Consent of the Institute of Professional Educator Development. Freq: Spring.
Examines of technological design processes related to designing developmentally appropriate learning experiences for middle and high school students. Continues experience in determining content and writing instructional plans that offer students opportunities to develop technology-related conceptual understanding, technical skills, and problem-solving strategies. Continues to emphasize developing appropriate assessment tools and evaluating those instruments related to measuring student achievement in the cognitive, affective, and psychomotor domains.

     
395 Design for Learning II Seminar 3 cr
 

Prereq: Consent of the Institute of Professional Educator Development. Freq: Spring.
Provides teacher candidates firsthand knowledge of the classroom environment. Examines the role of the technology and pre-engineering teacher through observation and co-teaching.  Provides experience in daily classroom management, individual student and small group instruction. Course includes 110 hours of field experience

     
397  Residency: Teaching for Design and Innovation 3 cr
 

Prereq: Admission to the alternative route to technology education licensure program and consent of the Institute of Professional Educator Development; concurrent enrollment in TCED 398. Freq: Fall, Spring.
Synthesizes the residency experience and supports transition to teaching at the professional level.

     
398 Residency Seminar  3 cr
 

Prereq: Admission to the alternative route to technology education licensure program and consent of the Institute of Professional Educator Development; concurrent enrollment in TCED 397. Freq: Fall, Spring.
Synthesizes the residency experience and supports transition to teaching at the professional level.

     
399 Independent Study 1-6 cr
 

Prereq: Consent of the Institute of Professional Educator Development. Freq: Fall, Spring, Summer.
Individual study of topics related to Technology Education and Pre-Engineering.

     
400 Residency: Teaching for Design and Innovation II 5 cr
 

Prereq: Admission to the alternative route to technology education licensure program and consent of the Institute of Professional Educator Development; TCED 397, 398; concurrent enrollment in TCED 401. Freq: Fall, Spring.
Provides mentored clinical experiences as a technology and pre-engineering teacher and enhances the knowledge, skills, and dispositions necessary to positively impact student learning.

     
401 Residency Seminar II  1 cr
 

Prereq: Admission to the alternative route to technology education licensure program and consent of the Institute of Professional Educator Development; TCED 397, 398; concurrent enrollment in TCED 400. Freq: Fall, Spring.
Synthesizes the residency experience and supports transition to teaching at the professional level. Provides support for edTPA completion.

     
420  Student Teaching Seminar 5 cr
 

Prereq: Admission to the alternative route to technology education licensure program and consent of the Institute of Professional Educator Development; concurrent enrollment in TCED 425. Freq: Fall, Spring.
Synthesizes the residency experience and supports transition to teaching at the professional level. Provides support for edTPA completion.

     
425 Student Teaching 5 cr
 

Prereq: Admission to the alternative route to technology education licensure program and consent of the Institute of Professional Educator Development; concurrent enrollment in TCED 420. Freq: Fall, Spring.
Provides mentored clinical experiences as a technology and pre- engineering teacher and enhances the knowledge, skills, and dispositions necessary to positively impact student learning.

     

 

Course in Professional Development (PDEV) used in TCED

380 Cultural Context for the 21st Century 3 cr
 

Prereq: None. Freq: Fall, Spring, Summer.
Provides the Wisconsin Department of Public Instruction requirements for Human Relations stipulations including: American Indian Tribes in Wisconsin; Women’s History and Minority History; Philosophical and Psychological Bases of Attitude Development, and Psychological and Social Implications of Discrimination.

     

900 Wood Road · P.O. Box 2000 · Kenosha, WI 53141-2000 P 262-595-2345

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