School of Education

Mission

It is the mission of the School of Education to prepare reflective practitioners for effective schools with an emphasis on leadership at the classroom, school, district, and system levels.

Vision

The School of Education envisions candidates for licensing who are both reflective and effective practitioners committed to student learning and continuing professional development in a dynamic world. Candidates will bring to their positions an informed view of the world, a solid grounding in content for teaching, a grasp of the principles and conditions of establishing a positive learning environment, a functional understanding of the diverse backgrounds and learning styles which children and youth represent, an appreciation of the value of family involvement in student learning, and a sensitivity to the need for positive community relations. Students will obtain specialized expertise for their level and area of preparation, and are assessed under professional quality standards for educators.

Purpose and Beliefs

Influenced by the concept of a professional educator as both a reflective and effective practitioner, the School of Education has as a central purpose the preparation of teachers who have a solid general education background, who develop an awareness and functional understanding of the methods and content of inquiry in recognized fields of the arts and sciences, who acquire effective professional knowledge and skills, who receive professionally appropriate experiences for teaching children and youth, who value a commitment to service, and who are assessed against professional standards.

In such a context, the central purpose of the teacher education program is based on four core beliefs:

• Belief in the intellectual personal uniqueness and value of every human person;
• Belief in the efficacy of education as a force in promoting the dignity, freedom and responsibility of each person, and understanding of the basic unity and equality of all human persons;
• Belief in the liberating dimension of education through reflective action and critical analysis; and
• Belief in the potential of humanism as a dynamic reality in nurturing qualities of respect, care, genuineness, and understanding.

The School of Education Conceptual Framework

The School of Education’s Conceptual Framework can be thought of as expressing commitment to three interdependent components; Critical Lenses, Professional Socialization and Practice; and Effective Tools and Techniques. In the spirit of the mission and vision of Edgewood College, this Conceptual Framework commits the School of Education to providing Critical Lenses of inquiry into the historical, social, and philosophical roots of existing practice, while engaging in innovative and creative practices to work toward a multi-cultural and socially just vision of what education can be. School of Education programs will involve Professional Socialization and Practice incorporating field work, practicum, and immersion experiences in partnership communities and socially diverse settings. Students will acquire Effective Tools and Techniques involving best practices that promote the science and art of teaching, research, and administration.

Standards and Objectives

Full implementation of the Wisconsin Department of Public Instruction administrative rules, Chapter PI 34 for teacher and administrator licensing in Wisconsin, took effect September 1, 2004. All candidates completing programs for licensing after August 31, 2004, must meet these licensing and license-renewal rules applicable to the respective programs, as revised in Wisconsin Act 59 (2017) and adminstrative rule revisions (2018). As of 2014-2015, these requirements include a passing edTPA score and a passing Wisconsin Foundation of Reading Test score (in applicable programs).

The Teacher Education Program Approval and Licensing rules that structure teacher education, educator licenses, and professional development for practicing educators in Wisconsin are based on the ten InTASC Model Core Teaching Standards. To receive a license to teach in Wisconsin, the candidate must complete an approved program and demonstrate proficient performance in the knowledge, skills, and dispositions under all of the following ten standards.

1. Learner Development: Teachers understand 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 design and implement developmentally appropriate and challenging learning experiences.
2. Learning Differences: Teachers use understanding of the individual differences and diverse cultures and communities to ensure inclusive learning environments that enable each learner to meet high standards.
3. Learning Environments: Teachers work 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: Teachers understand the central concepts, tools of inquiry and structures of the discipline(s) they teach and create learning experiences that make the discipline accessible and meaningful for learners to assure mastery of the content.
5. Application of Content: Teachers understand 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.
6. Assessment: Teachers understand 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.
7. Planning for Instruction: Teachers plan 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.
8. Instructional Strategies: Teachers understand and use 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.
9. Professional Learning and Ethical Practice: Teachers engage in ongoing professional learning and use evidence to continually evaluate their practice, particularly the effects of their choices and actions on others (learners, families, other professionals, and the community), and adapt practice to meet the needs of each learner.
10. Leadership and Collaboration: Teachers seek 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.

Assessment and Transitions

The School of Education Assessment System is designed to track candidates’ pathways through the teacher license degree programs in order to realize the conceptual framework and ensure key professional and legal DPI standards are met in the areas of teaching performance, subject matter, depositional commitment, and level of academic accomplishment. To do this, various tools are used in order to assess and monitor proficiency. 

The School of Education Assessment System integrates instructor reviews course assessments, cooperating teacher and candidate student teaching supervisor assessments, and the ten InTASC Model Core Teaching Standards. The system is structured to take place along four sets of requirements that are designed to comprise a developmentally sensitive sequence. All candidates in licensing programs leading to the initial educator license follow the same sequence in the teacher education admission process.

Candidate performance is assessed in relation to the standards through multiple measures over time and with developmental expectations over the sequence. Rubrics guide the assessment process and are shared with each candidate serving as the basis for decisions regarding continuation in the respective licensing sequences. Aggregated assessment results of student performance during program enrollment and after entry into the profession as an initial educator are the basis for the program assessment and development.

Portfolio and Resources for Learning

A critical part of the admission as a candidate into the School of Education is the assignment of a professional advisor.

As a candidate passes through the School of Education assessment sequence, formal evidence of learning and accomplishment is documented within Blackboard. The student’s professional advisor will support candidates with this process.

Title II Compliance Report

Section 207 of Title II of the Higher Education Act mandates that the United States Department of Education collect data on state assessments, other requirements and standards for teacher certification and licensure, as well as data on the performance of teacher preparation programs. The law requires the Secretary to use this data in submitting an annual report on the quality of teach preparation to the Congress. Data from institutions with teacher preparation programs are due states annually for use by states in preparing annual report cards for the Secretary. The full report may be obtained through the Dean of the School of Education or the full report for the State of Wisconsin may be accessed at the following website: http://title2.ed.gov.

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