The School of Education prepares teachers who can demonstrate the knowledge, skills, and dispositions to be effective, reflective practitioners. Education programs are designed to develop communications skills including technology/media, knowledge of content and how to teach that content, and human relations. To complete the program, candidates must demonstrated that they have these competencies.

The School of Education expects that upon graduation, teacher candidates will demonstrate proficient performance of all of the Wisconsin Teacher Standards. The ten standards were adopted by the School of Education as our student learning outcomes.

Teacher Standards prior to August 2018

  1. Teachers know the subjects they are teaching.
  2. Teachers know how children grow.
  3. Teachers understand that children learn differently.
  4. Teachers know how to teach.
  5. Teachers know how to manage a classroom.
  6. Teachers communicate well.
  7. Teachers are able to plan different kinds of lessons.
  8. Teachers know how to test for student progress.
  9. Teachers are able to evaluate themselves.
  10. Teachers are connected with other teachers and the community.

Teacher Standards after August 2018 and adopted effective fall 2019

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

2. LEARNING DIFFERENCES. The teacher uses his or her understanding of individual pupil differences and diverse cultures and communities to ensure inclusive learning environments that enable each pupil to meet high standards.

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.

4. CONTENT KNOWLEDGE. The teacher understands the central concepts, tools of inquiry, and structures of each discipline he or she teaches. The teacher creates learning experiences that make the discipline accessible and meaningful for pupils to assure mastery of the content.

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

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

7. PLANNING FOR INSTRUCTION. The teacher plans instruction that supports every pupil in meeting rigorous learning goals by drawing upon knowledge of content areas, curriculum, cross−disciplinary skills, pedagogy, pupils, and pupils’ communities.

8. INSTRUCTIONAL STRATEGIES. The teacher understands and uses a variety of instructional strategies to encourage pupils to develop a deep understanding of content areas and their connections, and to develop skills to apply knowledge in a meaningful way.

9. PROFESSIONAL LEARNING AND ETHICAL PRACTICE. The teacher engages in ongoing professional learning. The teacher uses evidence to continuously evaluate the teacher’s practice, including the effects of the teacher’s choices and actions on pupils, their families, other educators, and the community. The teacher adapts the teacher’s practice to meet the needs of each pupil.

10. LEADERSHIP AND COLLABORATION. The teacher seeks appropriate leadership roles and opportunity in order to take responsibility for pupil learning, to collaborate with pupils, their families, educators, and the community, and to advance the profession.