11/19/14 Summary: Committee for Re- Envisioning Teacher Education

Transcription

1 APCdoc /19/14 Summary: Committee for Re- Envisioning Teacher Education! Purpose Create the vision for how UW- Madison teacher education programs prepare the Badger Teacher in high quality, innovative ways (processes, services, structures, supports, etc.) Create the space and supports for ongoing deliberative, continuous improvement conversations and actions! Began to create a vision of the Badger Teacher Current draft Badger Teachers are Equity Oriented. They Expect all students to excel and are committed to taking responsibility to create robust learning opportunities for ALL children. Use theory & research to inform their practice Uncover (not cover) content Badger Teachers focus on Collaboration/Equity/Social Justice. They View families as partners in a child s journey of becoming and create opportunities for families to share their gifts/skills/talents with classroom and school communities (note: funds of knowledge) Are community- minded Work for and with equity and social justice Are glocal (global and local) Are collaborative with community members, families, and colleagues (coalitional) Think from the child out Badger Teachers Understand Themselves in relation to Social Justice. They are Non- saviors (empowering) Change agents (empowered) Dream keepers and dream makers they work hard to support students with their dreams and facilitate opportunities to dream beyond. Badger Teachers are committed to their own Ongoing Growth. They Honor what they know Are reflective practitioners who understand the practices and pedagogies needed to teach EVERY student. Work from the perspective of a beginner s mind (are curious, willing to risk) Have an inquiry stance (sift and winnow, WI Idea) Are confidently uncertain Have a spirit of self- reflection and questioning! Began to dream big re: best practices for teacher education (e.g., processes, content, experiences) - informed by selected literature

2 ! Began to explore the context of teacher education Political context External perceptions, esp. as reflected in evaluations Complexity of programs Resources Inconsistent or non- existent structures Need for better communication within and across programs and across programs and support units! Next steps Continue to refine vision of Badger Teacher Identify what we mean by high quality, innovative teacher preparation " Identify best practices as documented in the literature (to frame the desired ) " Identify current strengths, weaknesses, opportunities, and threats o Continue to consider contextual variables o Explore existing data (e.g., date re: applicants, admissions, diversity, certifications) o Identify additional data needed, secure the data (e.g., exit and follow- up data) o Identify existing structures, processes, and supports o Gather input from other stakeholders (i.e., PK- 12 teachers and administrators, program faculty/staff and grad students (supervisors), teacher education students)

3 PK-12 Licensing Programs As of 2015, there will be 16 programs that prepare undergrad, grad, and special students for approximately 60 initial and supplemental teacher licenses, 6 administrative licenses, and 3 pupil service licenses Key Early Childhood = EC Middle Childhood = MC ESL= English as a Second Language Teacher Education Early Adolescent = EA Adolescent = A Undergraduate Programs (can complete as Master s student or Special Student for certification only) Art EC-A (4 semesters, approximate admissions 10-20, varies) Family and Consumer Education EC-A (dropped 2015) Health- MC-EA, EA-A, EC-A (at UW-Madison - added to other licenses) Music - Early EC-A (4 semesters, approximate admissions 10-20, varies) o Choral o Instrumental o General Physical Education - EC-A (4 semesters, admissions 10-20) o Adaptive PE (supplemental, added to PE license; admissions variable) Regular Education (Elementary Education) (4 semesters, admissions=100; 25 per cohort) o EC and ESL o EC-MC (dropped 2015) o MC-EA and content focused, minor licensing areas! Language Arts, English Literature and Composition! Science, Biology, Chemistry, Physics, Earth and Space Science, Environmental Science! Social Studies, Economics, Geography, History, Political Science, Psychology, Sociology! Mathematics o MC-EA and ESL o MC-EA and Special Education (double major) Special Education, Cross Categorical (4 semesters, admissions 50-60; includes double major students) o MC-EA Special Education and Regular Education o MC-EA Special Education o EA-A Special Education World Languages EC-A: Chinese, French, German, Hebrew (dropped 2015), Italian, Japanese, Latin, Portuguese, Spanish (4 semester program, admissions 10-20) Graduate Programs ESL/Bilingual - EC, MC-EA, EA-A; supplemental (18 credits, semesters vary, admissions vary) Library Media Specialist supplemental (1 semester, admissions vary) Reading Teacher supplemental (12-18 credits, semesters vary, admissions vary) Regular Education (Secondary Education) - EA-A; Masters + certification (14 months, admissions 60) o English o Mathematics o Science: Broad Field, Biology, Chemistry, Physics, Earth and Space, Environmental o Social Studies: Broad Field, Economics, Geography, History, Political Science, Psychology, Sociology Special Education, Cross Categorical and Cognitive Disability (grant funded, beginning Fall, 2015) - MC- EA, EA-A (4+ semester program, admissions 4 each year for 4 years) Speech and Language EC-A (6 semesters UG & G, admissions 10-20)

4 Administrative and Pupil Services Licensing Programs (All non-teaching educator licensing programs are at the Graduate level, both Masters and PhD) Administration Licensing Programs (School of Education, ELPA) (EC-A; must have Professional Educator license) Superintendent Principal Director of Instruction Director of Special Education and Pupil Services Pupil Services Licensing Programs Reading Specialist Pupil Services (EC-A) School Nurse (School of Nursing; added to BSN) School Psychologist (School of Education, Educational Psychology) School Social Worker (L&S, School of Social Work; added to MSW) Units Affiliated with PK-12 Educator Licensing Programs School of Education Academic Departments o Art o Curriculum and Instruction o Educational Leadership & Policy Analysis o Educational Policy Studies o Educational Psychology o Kinesiology o Rehabilitation Psychology and Special Education Support units o Education Academic Services! Undergraduate advisement and academic services! Office of Field Experiences! Certification recommendation processing! Education Portfolios and Career Services o Partner School Network o Education Outreach and Partnerships o MERIT o Cooperative Children s Book Center College of Letters and Sciences Schools o School of Music o School of Library and Info Studies o Social Work Academic Departments o Communication Sciences and Disorders o Various language and other content departments (e.g., History, Math) Graduate School UW-System - Institute for Urban Education PK-12 schools and day care/child care centers

5 Admissions and Licensing Requirements TEACHER EDUCATION ONLY - Admission Requirements, Examination Alternatives and Minima Undergraduate: 40 credits, min. GPA 2.5; Master s: Bachelor s degree, min. GPA 3.0 Basic Skills Test (meet minimum score requirements on one of the following) o ACT o SAT o Praxis 1: PPST or CORE o GRE or CGRE WFORT (for licensing only) MC-EA and EC, regular and special education; reading teacher and reading specialist edtpa (for teacher licensing only) Required program completers after 8/31/15; Consequential after 8/31/16 Praxis II/ACTFL (OPI & WPT) (required for licensing and admissions to student teaching) All teacher education programs/licenses School Psychology Other Licensing Requirements Program completion Favorable student teaching/internship evaluations Completion of clinical requirement (hours and type) Favorable Standards-based e-portfolio Review (at exit) Exit GPA 2.75+