Education

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Kym Buchanan, Head of the School of Education
Room 470, College of Professional Studies Building
Phone: 715-346-2906
Email: education@uwsp.edu
Web: www.uwsp.edu/education

Maggie Beeber, Advising Coordinator
Room 469, College of Professional Studies Building
Phone: 715-346-2040
Email: mbeeber@uwsp.edu

John Gaffney, Retention and Recruitment Coordinator
Room 469 College of Professional Studies Building
Phone: 715-346-2040
Email: jgaffney@uwsp.edu

This school is in the College of Professional Studies .

Faculty: K Anyanwu, A K Bahar, P Bork, K Buchanan, S Bueno, C Cate, P Cook, P DeHart, L Fernholz, M Herr, S Jones, N Logan, Y Ogunnaike-Lafe, C Olds, J O’Neil, T Wright.

Abbreviations:

ADVE = Adventure Education
COAC = Coaching
CSD = Communication Sciences and Disorders
CPS = College of Professional Studies
ECED = Early Childhood Education
ECSE = Early Childhood Special Education
EDUC (or Educ or Ed) = Education
HD = Human Development
HEC = Health Enhancement Center
HLED = Health Education
HPW = Health Promotion/Wellness
MATH = Mathematics
PEP = Professional Education Program
PEX = Physical Education for the Exceptional Individual
PHED = Physical Education
PSYCH = Psychology
WLNS = Wellness

InTASC Core Teaching Standards

To receive a license to teach in Wisconsin, you must complete an approved program and demonstrate proficient performance in the knowledge, skills and dispositions under the following 10 standards. The standards have been grouped into four general categories to help users organize their thinking about the standards:

The Learner and Learning

Teaching begins with the learner. To ensure that each student learns new knowledge and skills, teachers must understand that learning and developmental patterns vary among individuals, that learners bring unique individual differences to the learning process, and that learners need supportive and safe learning environments to thrive. Effective teachers have high expectations for each and every learner and implement developmentally appropriate, challenging learning experiences within a variety of learning environments that help all learners meet high standards and reach their full potential. Teachers do this by combining a base of professional knowledge, including an understanding of how cognitive, linguistic, social, emotional, and physical development occurs, with the recognition that learners are individuals who bring differing personal and family backgrounds, skills, abilities, perspectives, talents, and interests. Teachers collaborate with learners, colleagues, school leaders, families, members of the learners’ communities, and community organization to better understand their students and maximize their learning. Teachers promote learners’ acceptance of responsibility for their own learning and collaborate with them to ensure the effective design and implementation of both self-directed and collaborative learning.

Standard #1: Learner Development.

The teacher understands how learners grow and develop, recognizing that patterns of learning and development vary individually within and across the cognitive, linguistic, social, emotional, and physical areas, and designs and implements developmentally appropriate and challenging learning experiences.

Standard #2: Learning Differences.

The teacher uses understanding of individual differences and diverse cultures and communities to ensure inclusive learning environments that enable each learner to meet high standards.

Standard # 3: Learning Environments.

The teacher works with others to create environments that support individual and collaborative learning, and that encourage positive social interaction, active engagement in learning, and self-motivation.

Content

Teachers must have a deep and flexible understanding of their content areas and be able to draw upon content knowledge as they work with learners to access information, apply knowledge in real world settings, and address meaningful issues to assure learner mastery of the content. Today’s teachers make content knowledge accessible to learners by using multiple means of communication, including digital media and information technology. They integrate cross-disciplinary skills (e.g., critical thinking, problem solving, creativity, communication) to help learners use content to propose solutions, forge new understandings, solve problems, and imagine possibilities. Finally, teachers make content knowledge relevant to learners by connecting it to local, state, national, and global issues.

Standard # 4: Content Knowledge.

The teacher understands that central concepts, tools of inquiry, and structures of the discipline(s) he or she teaches and creates learning experiences that make the discipline accessible and meaningful for learners to assure mastery of the content.

Standard #5: Application of Content.

The teacher understands how to connect concepts and use differing perspectives to engage learners in critical thinking, creativity, and collaborative problem solving related to authentic local and global issues.

Instructional Practice

Effective instructional practice requires that teachers understand and integrate assessment, planning, and instructional strategies in coordinated and engaging ways. Beginning with their end or goal, teachers first identify student learning objectives and content standards and align assessments to those objectives. Teachers understand how to design, implement and interpret results from a range of formative and summative assessments. This knowledge is integrated into instructional practice so that teachers have access to information that can be used to provide immediate feedback to reinforce student learning and to modify instruction. Planning focuses on using a variety of appropriate and targeted instructional strategies to address diverse ways of learning, to incorporate new technologies to maximize and individualize learning, and to allow learners to take charge of their own learning and do it in creative ways.

Standard #6: Assessment.

The teacher understands and uses multiple methods of assessment to engage learners in their own growth, to monitor learner progress, and to guide the teacher’s and learner’s decision making.

Standard #7: Planning for Instruction.

The teacher plans instruction that supports every student in meeting rigorous learning goals by drawing upon knowledge of content areas, curriculum, cross-disciplinary skills, and pedagogy, as well as knowledge of learners and the community context.

Standard #8: Instructional Strategies.

The teacher understands and uses a variety of instructional strategies to encourage learners to develop deep understanding of content areas and their connections, and to build skills to apply knowledge in meaningful ways.

Professional Responsibility

Creating and supporting safe, productive learning environments that result in learners achieving at the highest levels is a teacher’s primary responsibility. To do this well, teachers must engage in meaningful and intensive professional learning and self-renewal by regularly examining practice through ongoing study, self-reflection, and collaboration. A cycle of continuous self-improvement is enhanced by leadership, collegial support, and collaboration. Active engagement in professional learning and collaboration results in the discovery and implementation of better practice for the purpose of improved teaching and learning. Teachers also contribute to improving instructional practices that meet learners’ needs and accomplish their school’s mission and goals. Teachers benefit from and participate in collaboration with learners, families, colleagues, other school professionals, and community members. Teachers demonstrate leadership by modeling ethical behavior, contributing to positive changes in practice, and advancing their profession.

Standard #9: Professional Learning and Ethical Practice.

The teacher engages in ongoing professional learning and uses evidence to continually evaluate his/her practice, particularly the effects of his/her choices and actions on others (learners, families, other professionals, and the community), and adapts practice to meet the needs of each learner.

Standard #10: Leadership and Collaboration.

The teacher seeks appropriate leadership roles and opportunities to take responsibility for student learning, to collaborate with learners, families, colleagues, other school professionals, and community members to ensure learner growth, and to advance the profession.

Professional Education Program (PEP) Admission Procedures

If you are interested in any teacher certification program, you must officially declare your teaching intent by making an appointment with the School of Education, Academic and Career Advising Center, 715-346-2040. You must apply for conditional admission to the Professional Education Program after you complete 24 credits. Full admission to the PEP will be granted after you complete 40 credits while maintaining a 2.75 cumulative GPA. University approved credits for Advanced Placement (AP), CLEP, and test out may apply toward the 24/40 credits. Applications are available from the School of Education Academic and Career Advising Center, Room 469 CPS Building. Applications are processed two times each year, February 22 and September 22. Applications received after the deadline will be processed during the next deadline period.

In order to enroll in EDUC 200 , junior and senior level early childhood and education courses, as well as some methods courses in other departments, you must be admitted to the PEP.

You must have completed the following minimum criteria and have passing scores on file in the School of Education Academic and Career Advising Center to be eligible to apply for admission to PEP. Criteria may change at any time.

1. Earn a 2.75 cumulative grade point average (GPA) from all accredited institutions attended. The School of Education honors academic bankruptcy and UW-Stevens Point course repeat policies at the time of admission to the PEP, but you must have a 2.75 GPA overall and a 2.75 GPA in your major, minor, concentration, and teacher certification coursework for student teaching, regardless of academic bankruptcy or GPA requirement waiver. If you declare academic bankruptcy, you must have at least a 2.75 GPA in 24 credits of courses you complete after declaring academic bankruptcy and any courses taken at other institutions.
2. Freshman English Requirement:
   1. Receive a B- or better in ENGL 101  or ENGL 150 
      -OR-
   2. Receive a 2.50 in ENGL 101 /ENGL 202 
      -OR-
   3. Test out of  ENGL 101  and ENGL 202 
      -OR-
   4. Receive a grade of B- or better in ENGL 250 
      -OR-
   5. Satisfactorily complete the required work in the Professional Writing Competency Program. (Sign up and pay fee for this program in 469 CPS.)
   6. A completed bachelor’s degree
3. Communication Skills including Emerging Technology: receive a passing grade in EDUC 205  lecture portion (or transfer equivalent) OR COMM 101  (or transfer equivalent) or a completed bachelor’s degree. One of these courses must be completed in order to apply to the program. Courses “In Progress” do not meet the application requirement.
4. If you are an early childhood education major, elementary education major, special education major, or Physical Education major, you must receive a passing score of 15 or higher on the Pre-Professional Interview. You may repeat this interview once if you do not receive a passing score.
5. See the department of your major or minor for additional requirements and enrollment cap policies. All secondary/K-12 programs have additional requirements to apply.

If you meet the following criteria you may apply for an exception of either the 2.75 grade point requirements OR the Pre-Professional Interview score requirement by using the formal Exceptions Application available in the School of Education Academic and Career Advising Center.  You may only apply for an exception in one of these two categories. If granted, this exception allows you to apply to the Professional Education Program without meeting the requirements.

Deadlines for exception requests are September 11 and February 7. If a deadline falls on a weekend, the applications are due the Friday prior.

The Department of Public Instruction limits us to granting exceptions to 10% of our PEP admitted student population.

1. You will be ranked using 50% overall GPA and 50% largest score deviation. For those requesting GPA exception, only GPA will be used.
2. Final exception decisions will be determined by the SOE Exceptions Committee. Exception approvals are not appealable.

Exception Applications can be found outside 469 CPS, or online at: http://www.uwsp.edu/education/Pages/CurrentUndergrad/UndergraduateAdvise/waiverpolicy.aspx.

6. If you are not currently registered for coursework at UW-Stevens Point at the time you apply to PEP, please see the special rule concerning admission requirements for transfer students below.
7. Disposition Expectations: If you are admitted to the Professional Education Program, you will be expected to meet disposition expectations throughout the academic program.

The Pre-Professional Interview is offered every month except July. Dates, times and locations are listed on our website. A fee is charged. 

Transfer Student Admission Procedure

If you are a transfer student or have an undergraduate degree from an accredited institution, you may be admitted to the Professional Education Program (PEP) if you have met the application requirements above, are admitted to UW-Stevens Point, and have paid the required deposit. You must attach proof of admission to UW-Stevens Point when you apply.

Student Teaching

Cathy Olds, Director of Field Experiences
Room 464, College of Professional Studies Building
Phone: 715-346-2449
Email: field.experiences@uwsp.edu

In this final step in your preparation for teaching, you demonstrate practical competence in one of many schools that cooperate with UW-Stevens Point in providing field experiences. As a student or intern teacher you will be assigned to a cooperating school system within our service area depending upon your personal preferences and the availability of qualified cooperating teachers.

The Office of Field Experiences and the cooperating school administration arrange all assignments. Please do NOT initiate contact with a cooperating teacher to arrange an assignment. Student Teaching will require additional fees. Please don’t plan to student teach in a school where your child is enrolled or where a relative is currently employed as an administrator or serves on the school board.

For most program areas, when student or intern teaching for initial certification, you are limited to a maximum of two assignments per semester (e.g. elementary and middle, or high school and middle). The semester before you student teach, you must attend an orientation meeting to get information about the requirements for student teaching.

Eligibility and General Requirements to Student Teach

1. Be admitted to the Professional Education Program. Apply at the School of Education Advising, Recruitment and Retention Office, Room 469, CPS Building.
2. Complete at least 12 credits at UW-Stevens Point prior to student teaching.
3. Earn a 2.75 overall GPA as well as a 2.75 GPA in your major, minor, concentration, and education courses to student teach. Earn a 3.00 GPA for teaching intern. NOTE: Some teaching majors/minors may require a higher GPA.
4. You must complete all teaching major, teaching minor and teaching methods/techniques courses BEFORE you student teach.
5. Demonstrate content knowledge by either:
   1. Obtain a 3.00 or higher in each teaching major and teaching minor OR
   2. Submit passing scores on the required state Praxis Subject Assessment exams or ACTFL OPI and WPT Tests (foreign language majors and minors). NOTE: If you are seeking a teaching license in French, German, or Spanish, you are required to pass the ACTFL OPIC and WPT exams, regardless of your major/minor GPA.
6. Foundations of Reading Test for Wisconsin (early childhood education majors, elementary education majors, and special education majors and minors) no later than March 1 (if student teaching in the spring). If you have not passed the Foundations of Reading Test for Wisconsin by the original deadline, you may apply for a deadline extension if you have at least one score on file by the deadline and submit a signed extension agreement form in the School of Education Advising, Recruitment, and Retention Office Academic and Career Advising Center. If you receive a deadline extension, you must still pass this test in order to be eligible for teacher licensure in Wisconsin; however, you can graduate without a passing score.
7. The semester before you student teach, you must attend an application meeting and submit your completed application forms by the date set by the Office of Field Experiences. These include written recommendations from the department chair or associate dean and the School of Education Advising Coordinator, a medical statement indicating that you have been examined and are free from tuberculosis, and a Conduct & Competency affidavit, including papers for a background check to be administered by the UW-Stevens Point Office of Field Experiences.
8. You must register for student teaching in appropriate sections and for credits as your advisers approve.
9. You will spend a full semester student teaching according to the daily schedule and semester calendar of an approved cooperating school. You will be asked to return to campus for seminars to confer with UW-Stevens Point instructors.
10. All student/intern teachers will be required to complete the Education Teacher Performance Assessment (edTPA) during student teaching. If you have not passed the Education Teacher Performance Assessment, you may apply for an exception to this requirement if minimum standards set by the School of Education, in conjunction with the Department of Public Instruction, are met. The number of exceptions granted cannot exceed 10% of the total number of students completing the Professional Education Program leading to licensure in each graduation or program completion period and are not guaranteed. Deadlines for exception applications are May 12 and December 12. If a deadline falls on a Saturday or Sunday, applications will be due the Friday prior to the deadline. You must submit your edTPA to Pearson and post to the Professional Ed e-portfolio in order to graduate. A passing score on the edTPA is not required for graduation; however, a passing score is required to be recommended for Wisconsin licensure.

Student Teaching Options

Full Semester Student Teaching
You must student teach in your major. You will remain in the placement for the entire school district semester.

Split-Semester Student Teaching
You must student teach in your major in order to request another student teaching assignment. You must obtain written approval from both major and minor programs where applicable. If approved, additional assignments take place during the student teaching semester in sequences and locations coordinated by the Office of Field Experiences. Typically assignments change at the end of the school district quarter.

Internships
You may be recommended to apply as an intern teacher at any one of many levels. As an intern you are a licensed and contracted member of a school staff and you will spend an entire semester or year in that school system.During this time, you will be involved in a team providing educational services. Internships are determined by local agency requirements. To be considered for an internship program, you must earn a cumulative GPA of 3.00 or better, a 3.00 or better in your major, and a 3.00 GPA in your minor if you want to be certified in it.

Teacher Certification/Academic Standards

Maggie Beeber, Certification Officer
Room 469, College of Professional Studies Building
Phone: 715-346-2040
Email: mbeeber@uwsp.edu

Notes for Teacher Certification:

1. You must receive a grade of C- or better in all required Early Childhood, Education, and Physical Education courses.
2. Early Childhood Education and Education courses taken more than 10 years prior to student teaching may not be applied to the program requirements. You may appeal the currency of courses. The Associate Dean, School of Education (ADSOE) will convene a review panel of appropriate faculty/advising staff to make a decision about that appeal.
3. Achieve a 2.75 overall GPA. In addition, you must earn at least a 2.75 GPA in major, minor, concentration, and education courses before student teaching. Some majors and minors require higher major/minor GPAs.
4. Earn a grade of “pass” or a grade of C or better in all areas of student teaching. You CANNOT be certified if you do not pass student teaching in your major.
5. State teacher licensing rules may change at any time due to legislative or licensing changes.
6. For initial licensure in Wisconsin:
   1. Successfully demonstrate competence in the Wisconsin Teaching standards through portfolios.
   2. Demonstrate content knowledge following policy approved by the state superintendent which include the Wisconsin Standards.
7. Applications for initial licensure are processed only after you complete all degree and certification requirements and your degree is conferred.

State and Federal Reporting

To comply with mandates of Section 207 of Title II of the Higher Education Act, www.uwsp.edu/education/Pages/default.aspx lists the number of students in teacher education, the number of student teachers, numbers of several kinds of supervisors of student teachers, and a student/faculty ratio. More statistics related to teacher certification and licensure will be included on the website as they become available.

Certifiable Programs

UW-Stevens Point offers certification in the following majors (#), secondary education minors (@), elementary education minors (♦), concentrations (c), and graduate certifications (x). Elementary education majors may minor in any UW-Stevens Point minor, but can receive certification to teach ages 6-13 in certifiable minors. Due to changes in state requirements, this list may change at any time.

*Available only to ECSE majors or as an add-on after initial certification in ECSE or elementary

**Must also have certif major in a science or social science

NOTE: To be certified to teach at any level (elementary, secondary, K-12) you must meet current Department of Public Instruction (DPI) mandates. You must meet the newest requirements regardless of the requirements that were listed in the catalog when you entered the program.

Education Latent Courses: Not offered recently. See full course description in indicated (xx-xx) catalog.

724 Reducing Classroom Conflict, 3 cr.

Programs

• Early Childhood Education, B.S.
• Elementary Education, B.S.
• Physical Education for Teacher Certification (Early Childhood through Adolescence), B.S.
• Special Education, B.S.

• Adventure Education Minor
• Coaching Minor
• Early Childhood Special Education (ECSE) Minor for Teachers (birth - 8 years old)
• Health Education Minor
• Special Educational Needs Minor for Teachers

• Coaching Certificate
• Mentoring Certificate

• Adapted Physical Education 860 Add-On Certification
• Secondary/K-12 Education Curriculum for Teacher Certification

Courses

• ADVE 150 - Introduction to Adventure Education
• ADVE 225 - Wilderness First Responder
• ADVE 250 - General Camping/Backpacking
• ADVE 275 - Water Skills
• ADVE 325 - Management of Top-Rope Climbing
• ADVE 350 - Challenge Course Management
• ADVE 397 - Workshop in Adventure Education
• ADVE 399 - Special Work
• ADVE 450 - Adventure Education Practicum
• ADVE 597 - Workshop in Adventure Education

• COAC 100 - Fundamentals of Coaching Intramurals
• COAC 101 - Tools for Academic Success
• COAC 190 - Foundations of Coaching and Leadership
• COAC 200 - Scientific Concepts in Sport and Activity
• COAC 282 - Coaching Specific Sports Basketball
• COAC 283 - Wrestling
• COAC 284 - Football
• COAC 285 - Baseball
• COAC 286 - Coaching Specific Sports - Track and Field
• COAC 287 - Soccer
• COAC 288 - Ice Hockey
• COAC 289 - Coaching Specific Sports - Swimming
• COAC 290 - Volleyball
• COAC 291 - Coaching Specific Sports - Tennis
• COAC 292 - Coaching Specific Sports -Gymnastics
• COAC 293 - Coaching Specific Sports - Golf
• COAC 294 - Coaching Specific Sports - Sports Modules
• COAC 372 - The Psychology of Sport and Leadership
• COAC 373 - Seminar: Topics in Sports and Leadership
• COAC 397 - Workshop in Coaching
• COAC 398 - Practicum Experience in Sport Leadership
• COAC 399 - Special Work
• COAC 597 - Workshop in Coaching
• COAC 790 - Seminar in Current Issues
• COAC 796 - Independent Study

• ECED 160 - Special Topics in Child Development Associate Competencies
• ECED 262 - Programs for Children and Families
• ECED 364 - Curriculum and Methods for Young Children
• ECED 366 - Curriculum and Methods for the Emergent Reader-Writer
• ECED 368 - Curriculum and Methods for Young Children: Art, Creative Dramatics, Creative Movement, Music
• ECED 372 - Integrating Literature into the Early Childhood Curriculum
• ECED 397 - Supervised Practicum in the Early Childhood Regular Classroom
• ECED 398 - Student Teaching
• ECED 460 - Home, School, Community Agencies
• ECED 498 - Intern Teaching
• ECED 564 - Curriculum and Methods for Young Children
• ECED 566 - Curriculum and Methods for the Emergent Reader-Writer
• ECED 660 - Home, School, Community Agencies

Education courses are also listed under the following headings: Biology Education, Communication Sciences and Disorders, Early Childhood Education, English Education, Family and Consumer Education, Foreign Language Education, Health Education, Instructional Resources, Mathematics Education, Music Education, Physical Education, Physical Education for Exceptional Individual.

All course descriptions are general; content, field trips, and resources may vary according to advances in the discipline, availability and accessibility of resources, and the needs of the students in each course and section.

• EDUC 100 - Introduction to Education: Teaching and Schooling
• EDUC 101 - Field Experience in Teaching and Schooling
• EDUC 104 - Applied Academic Literacies
• EDUC 105 - Study Skills
• EDUC 106 - Workshops for College Success
• EDUC 107 - College Success Skills: A Leading Edge Orientation to College Course
• EDUC 108 - Academic Recovery
• EDUC 109 - Reading in the Disciplines
• EDUC 135 - Thinking and Feeling in Modern Media
• EDUC 145 - Introduction to Mentoring
• EDUC 200 - Professional Portfolio Development
• EDUC 205 - Pluralism for Educators
• EDUC 241 - Creative Activities for Young Children
• EDUC 245 - Appreciative Mentoring
• EDUC 300 - Professional Portfolio Development II
• EDUC 301 - Post-Secondary Learning Theory and Practice
• EDUC 302 - Methods/Materials for Teaching Reading I
• EDUC 305 - Wisconsin Indians: Cultural Perspectives on Educational Issues
• EDUC 307 - Special Topics Project in Education
• EDUC 308 - Turtle Project II
• EDUC 309 - Methods/Materials for Teaching Reading II
• EDUC 310 - Materials/Methods for Teaching Language Arts
• EDUC 311 - Techniques for Intermediate/Upper Grades - Mathematics, Social Studies, Science
• EDUC 314 - Nature and Needs of the Gifted
• EDUC 315 - Fundamentals of Facilitating Enrichment Programs for High Ability Learners
• EDUC 316 - Leadership in Facilitating Enrichment Programs for High Ability Learners
• EDUC 321 - Techniques in Elementary School-Speech
• EDUC 322 - Techniques in Elementary School-Art
• EDUC 324 - Techniques in Elementary School-Social Studies
• EDUC 325 - Techniques in Elementary School-Science
• EDUC 327 - Teaching Reading to Gifted and Talented Students
• EDUC 328 - Reading in the Content Areas
• EDUC 331 - Educational Technology
• EDUC 335 - Advanced Analysis of Modern Media
• EDUC 337 - Techniques in Secondary Education-Science
• EDUC 339 - Techniques in Secondary Education-Social Studies
• EDUC 340 - Transforming Perspectives Through Travel Abroad
• EDUC 345 - Leadership and Transition in Mentoring
• EDUC 351 - Educating Students with Special or Other Needs in the General Education Environment
• EDUC 356 - Individual Assessment
• EDUC 362 - Classroom Management Techniques and Strategies
• EDUC 364 - Curriculum and Strategies for Students with Special Needs
• EDUC 365 - Assessment and Intervention Strategies for Infants and Toddlers with Disabilities and Their Families
• EDUC 366 - Assessment/Intervention Strategies for Preschool Children with Disabilities and Their Families
• EDUC 367 - Assessment and Intervention Strategies for Children with Disabilities in the Primary Grades and Their Families
• EDUC 368 - Career, Vocational and Community Education for Youth with Disabilities
• EDUC 369 - Curriculum and Methods for Teaching Students with Disabilities II
• EDUC 370 - Workshop in Education
• EDUC 378 - Parent, Home and Agency Involvement in Educating Children and Youth with Disabilities
• EDUC 381 - Educational Psychology
• EDUC 382 - Managing Learning Environments
• EDUC 383 - Educational Assessment
• EDUC 385 - Teaching the Early Adolescent

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