Division of Education

Division of Education Overview

Mission

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

Vision

Candidates seeking licensure and degrees in the Division of Education are both reflective and effective practitioners committed to student learning and continuing professional development in a dynamic world. Building on the foundations of robust content knowledge and an informed view of the world, education candidates will deepen their commitments and skills for incorporating the principles and conditions of positive learning environments, the diverse backgrounds and learning styles which children and youth represent, meaningful family involvement in student learning, and 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 Division of Education has as a central purpose the preparation of teachers who are grounded in pedagogies of social justice and cultural responsiveness, 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 value a commitment to service, and who are assessed against professional standards.

The Division of Education Conceptual Framework

The Division of Education’s Conceptual Framework expresses 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 Division 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 multicultural and socially just vision of what education can be. Division 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 administrative 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.

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.
Learning Differences: Teachers use understanding of individual differences and diverse cultures and communities to ensure inclusive learning environments that enable each learner to meet high standards.
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.
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.
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.
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.
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.
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.
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.
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 Division 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 standards of the Wisconsin Department of Public Instruction (DPI) are met in the areas of teaching performance, subject matter, dispositional commitment, and level of academic accomplishment. To do this, various tools are used in order to assess and monitor proficiency.

The Division 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. The frameworks that guide the assessment process and serve as the basis for decisions regarding continuation in the respective licensing sequences are shared with candidates. 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.

A critical part of the admission as a candidate into the Division of Education is the assignment of a professional advisor. As a candidate passes through the Division 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 U.S. Secretary of Education to use this data in submitting an annual report on the quality of teacher preparation to the Congress. Data from institutions with teacher preparation programs are due annually for use by states in preparing annual report cards for the Secretary. The full report may be obtained through the Clinical Director of the Division of Education or the full report for the State of Wisconsin may be accessed at the following website: http://title2.ed.gov.

Undergraduate Education Information

Licensing Sequences

Early Childhood-Adolescence: Regular Education

To teach at the early childhood through adolescence level, birth through age 21, students must complete a teaching major in one of the following areas as well as the Professional Core and specialized professional studies requirements for teaching students in a wide range of ages:

Art and Design Teaching
Spanish Teaching
Music Education
Theatre Arts Teaching

Middle Childhood-Early Adolescence: Regular Education

To teach children and youth ages six through thirteen, students must complete the Elementary Education major with a minor.

Early Adolescence-Adolescence: Special Education

To teach children and youth ages ten through 21 in special education populations, students complete the graduate program in cross-categorical special education. Undergraduate licensing programs are excellent foundations on which to build a graduate program in special education.

Early Adolescence-Adolescence: Regular Education

To teach at the early adolescence through adolescence level, ages 10-21, students must complete a teaching major and minor in Middle/Secondary Education. Teaching majors include: Biology, Broad Field Science, Broad Field Social Studies: History Concentration with Teaching Minor, Computer Science Education, English Teaching, and Mathematics Teaching. Additional Teaching minors are also available in Biology, Chemistry, English, History, Teaching English Language Learners (TESOL), French, Mathematics, Theatre Arts Teaching and Spanish. Minors must be accompanied by a teaching major and minors in science may be taken only in combination with a science teaching major.

Teaching English Language Learners: ESL

This English as a Second Language license is an add-on license and must be attached to a content area license in Early Childhood: Regular Education; Middle Childhood-Early Adolescence: Regular Education; Early Adolescence-Adolescence: Regular Education. This license enables students to teach English language learners in either a mainstream or pull out classroom. Proficiency in a second language beyond Edgewood College’s minimum degree requirements is not required as the language of instruction is English.

Teaching English Language Learners: ESL/Bilingual

This English as a Second Language/Bilingual License is an add-on license and must be attached to a content area license in Early Childhood: Regular Education or Middle Childhood-Early Adolescence: Regular Education. The license enables candidates to teach English Language learners in a bilingual classroom. Proficiency in a second language is required as the language of instruction includes English and a language other than English.

Undergraduate Program Plans

The program plans in this catalog point out the normal means of satisfying requirements. The Division of Education may approve equivalents or substitutions for requirements listed. Students should contact their advisor for more information.

Graduate Education Information

WDPI Approval

Division of Education licensing programs are approved by the Wisconsin Department of Public Instruction (WDPI).

Candidate Assessments

Licensure Endorsement is required for program completion and recommendation for licensure by the Wisconsin Department of Public Instruction. Assessment activities related to this transition occur during the final student teaching or graduate internship semester. In support of the commitment to developing reflective practitioners for effective schools, license endorsement requires completion of the edTPA Teacher Performance Assessment, initial educator development statement, and other artifacts that the candidate prepares during passage through the program. Candidates pursuing teaching licensure in Elementary Education, Special Education, and Reading (Reading Teacher or Reading Specialist) must also take and pass the Wisconsin Foundations of Reading Test (FORT).

Details of the assessment requirements are published in the appropriate licensure program candidate handbook.

Program Offerings

Students entering the graduate program in Education may seek a Master of Arts in Education degree; a Wisconsin Department of Public Instruction (WDPI) certification and license; or both the Master of Arts in Education degree and a WDPI license. Alternatively, students may enroll as a non-degree seeking student, taking courses that match individual educational needs for professional development.

Initial educators should consider ways the master’s degree and licensing programs may be used to advance their professional development plans. Professional educators should consider ways in which degree and licensing programs may be used to enhance their professional and career options.

In each concentration, candidates will develop skills in curriculum, instruction, and research. Coursework is specialized for teaching and administrative licensing, promotion, and leadership development. Students will develop their skills in the areas of connecting theory and practice, instructional effectiveness, creative use of research findings, promoting educational achievement, and school improvement. Programs leading to licensure are guided by the appropriate InTASC Standards/Wisconsin Educator Standards or Wisconsin Administrator Standards.

Background Check

All Division of Education students seeking WDPI licensure must comply with the State of Wisconsin requirement for a Criminal Background Check. This background check is required prior to official admission to graduate licensure programs. Edgewood College uses the CastleBranch background check site, accessible at: https://portal.castlebranch.com/ED22. Please use the code R1202 to identify Edgewood College as the location to receive the completed Background Check.

Advising

All students will be assigned an advisor in their program(s). Students seeking a license in cross-categorical special education, elementary education (ACE), secondary education (ASP), or Educational Leadership must participate in a transcript review with the program advisor. Students wishing to take any field experience course must have an advisor’s signature.

Students in the doctoral program receive advising with their cohort group.

Research Requirements

All students pursuing a Master of Arts in Education must complete their research course requirements at Edgewood College, including: ED 603 - Introduction to Educational Research and ED 692 - Research Capstone Project.

Admission Requirements

License-only seeking students are classified as non-degree. Applicants for any of the student classifications except non-degree must meet all of the requirements for admission to the graduate programs. Please see Graduate Admissions for additional international student requirements. Admission requirements for the doctoral program can be found below in the Doctoral Education section.

Division of Education: Master of Arts in Education Admission Requirements

Provide evidence of a baccalaureate or more advanced degree from a United States regionally accredited or equivalent post-secondary institution with a cumulative grade point average of at least 2.75 on a 4.0 scale for regular admission status. The cumulative grade point average is computed on the highest degree held at the time of application to the Edgewood College graduate program.
Complete and submit graduate application and application fee via the Graduate Application webpage.
Request that official transcripts for all undergraduate and graduate academic credits received from each post-secondary institution attended be sent directly to the Admissions Office.
Provide two letters of recommendation from college or university professors, supervisors, and/or professional colleagues addressing the applicant’s probability of success in graduate school.
Submit a written personal statement listing the reasons why the applicant will be successful in graduate school, citing how specific background experiences will aid in the success of the applicant as a student.

Admission Requirements Specific to the Master of Arts in Education: Elementary Education Program

Applicants must meet the Division of Education, Master of Arts in Education admission requirements, items 1-5 listed above.

Admission Requirements Specific to the Accelerated Secondary Program (ASP) Licensing Sequence and/or the Master of Arts in Education: Secondary Education Program

Applicants must meet the Division of Education, Master of Arts in Education admission requirements, items 1-5 listed above, as well as the following items:

The ASP program requires a minimum cumulative degree GPA of at least a 3.0 on a 4.0 scale from a regionally-accredited postsecondary institution.
The ASP program requires a total of three letters of recommendation from college or university professors, supervisors, and/or professional colleagues addressing the probability of your success in graduate school and as a teacher.
The ASP program requires that your personal statement also speaks to your interest in becoming a teacher and how your previous experiences have guided your decision to pursue a teaching license.
Additional entrance exams in desired content area may be required. Consult the ASP program manager for more information about content proficiency exams.

The priority application deadline for the ASP program is December 1.

Admission Requirements Specific to the Bilingual Education Program

Applicants to the Bilingual Education Program must meet the Division of Education, Master of Arts in Education admission requirements, items 1-5 listed above, as well as the following items:

Provide proof of a WDPI initial educator, professional educator or master educator license (or the equivalent).
Bilingual proficiency at an Advanced-Low level in oral and written language through the American Council on the Teaching of Foreign Languages (ACTFL) exam (or equivalent).

Admission Requirements Specific to the English as a Second Language (ESL) Program

Applicants to the ESL program must meet the Division of Education, Master of Arts in Education admission requirements, items 1-5 listed above, as well as the following item:

Provide evidence of a WDPI initial educator, professional educator, or master educator license (or the equivalent).

Admission Requirements Specific to the Educational Leadership Program

Applicants to the Educational Leadership Program must meet the Division of Education, Master of Arts in Education admission requirements, items 1-5 listed above, as well as the following item:

Hold or be eligible to hold any WDPI provisional educator license [tier II] in teaching or pupil services.
Provide evidence of three years full-time K-12 teaching experience. Pupil Service professionals also need to demonstrate 3 years of successful professional experience including 540 hours of classroom teaching experience.
Applicants to the School Business Administrator program must provide evidence of successfully completed coursework in accounting fundamentals, information management, and risk management.

Admission Requirements Specific to the Professional Educator Program

Applicants must meet the Division of Education, Master of Arts in Education admission requirements, items 1-5 listed above.

Admission Requirements Specific to The Reading Teacher Program

Applicants to the Reading Teacher Program must meet the Division of Education, Master of Arts in Education admission requirements, items 1-5 listed above, as well as the following items:

Provide evidence of a WDPI initial educator, professional educator or master educator license (or the equivalent).
Provide evidence of two years full-time regular classroom teaching experience by the completion of the program.

Admission Requirements Specific to The Reading Specialist Program

Applicants to the Reading Specialist Program must meet the Division of Education Master of Arts in Education admission requirements, items 1-5 listed above, as well as the following items:

Provide evidence of a WDPI initial educator, professional educator or master educator license (or the equivalent).
Provide evidence of a Reading Teacher License (316).
Provide evidence of three years full-time regular classroom teaching experience by the completion of the program.

Admission Requirements Specific to the Cross-Categorical Special Education License Program and/or the Master of Arts in Education: Special Education Concentration

Applicants must meet the Division of Education, Master of Arts in Education admission requirements, items 1-5 listed above, as well as the following items:

The Special Education program requires that your personal statement also speaks to what passion drives your choice to become a special education teacher.
Interview with Coordinator.
Transcript Audit for Requirements:

GPA 3.0 in identified BA Major
Oral and Written Communication Competencies GPA 3.0
Documentation of Specific General Education Content Competencies (PI 34.022 Statutory Requirements: Equity, Conflict Resolution, Teacher Responsibilities, Reading and Language Arts, Children with Disabilities, and Professional Responsibilities) as required by the WDPI.

Pass certified background check upon entry.

Licensing Sequences

Specific requirements for licensing sequences are provided in each candidate’s program plan. Each plan is tailored to the candidate’s background and goals to meet licensing requirements. Sample plans are available upon request. Licensing program sequences may also be the foundation for a Master of Arts in Education degree when paired with one of the concentration areas noted later in this section. Licensure coursework in the planned program includes successful practicums, a passing edTPA score, a passing Wisconsin Foundations of Reading Test score (in applicable programs), and an acceptable e-portfolio (in applicable programs) leading to a licensure recommendation to the Wisconsin Department of Public Instruction.

Early Adolescence-Adolescence: Regular Education

Candidates pursuing professional goals and licensure to teach children and youth ages 10-21 in regular education populations complete the 22-credit accelerated secondary education licensing program (ASP) with an emphasis in one of the following content areas: English, Mathematics, Social Studies, and Science. An ASP candidate may also secure combined licensure in the content area with the English as a Second Language add-on license or a Bilingual Education add-on license.

Middle Childhood-Early Adolescence: Regular Education

Candidates pursuing professional goals and licensure to teach kindergarten through grade nine for children and youth in regular education populations complete the graduate program in elementary education.

Bilingual Education

Candidates pursuing professional goals and add-on licensure to teach content in two languages within the grade range of their initial regular education license complete the Bilingual licensing program.

English as a Second Language

Candidates pursuing professional goals and add-on licensure to teach English as a second language within the grade range of their initial, regular education license complete the ESL licensing program.

Cross-Categorical Special Education

Candidates pursuing professional goals and licensure to teach children and youth ages 4 through 21 (grades K-12) in special education populations complete the graduate program in cross-categorical special education. The graduate special education program is based in culturally-relevant socially just pedagogies with restorative justice practices to ensure Special Education teachers are prepared to meet the needs of today’s learners. The Division of Education Special Education Department consciously delineates course content using the lens of social justice focused on achievement for all learners, no matter the abilities brought to the classroom environment. Teachers who complete the Graduate Special Education program become individuals who transcend their own cultural biases and preferences to create inclusive classroom environments and develop a curriculum that engages and sustains student growth.

Reading Teacher

This program is for candidates pursuing professional goals of strengthening their teaching, becoming a reading teacher and literacy coach in K-12 settings, and pursuing the WDPI license “Reading Teacher” (316). Students may complete a master’s degree following the Reading Teacher Program.

Reading Specialist

Candidates already holding the Reading Teacher License (316) and pursuing the WDPI license “Reading Specialist “(317) complete a master’s degree (unless one is already earned in an appropriate field) following the Reading Specialist Program.

Educational Leadership: Principal

Candidates pursuing professional goals and licensures for Principal P-12 complete a master’s degree (unless an approved master’s degree or equivalent qualification in the area of administration has already been earned) following the Principal required course sequence.

Educational Leadership: Director of Instruction

Candidates pursuing professional goals and licensures for Director of Instruction P-12 complete a master’s degree (unless one is already earned) in educational administration following the Director of Instruction required course sequence.

Educational Leadership: Director of Special Education and Pupil Services

Candidates pursing professional goals and licensure for Director of Special Education and Pupil Services P-12 complete a master’s degree (unless one is already earned) in educational administration following the Director of Special Education and Pupil Services required course sequence.

Educational Leadership: School Business Administrator

Candidates pursuing professional goals and licensure for School Administration P-12 complete a master’s degree (unless one is already earned) in educational leadership following the School Business Administrator required course sequence.

Educational Leadership: School District Administrator or Superintendent

Candidates pursuing professional goals and licensure for School District School Administrator or Superintendent P-12 enroll in the doctoral program in Educational Leadership. The coursework in the first two years of the doctoral program coupled with a successful practicum and acceptable portfolio, leads to a superintendent license. Additional administrative licenses may be added through the doctoral program as well. (See Doctoral program pages for additional information.)

Master’s Degree Prerequisites

Undergraduate study in liberal arts, education, and related fields provides the best foundation for pursuing the Master of Arts in Education. Each applicant’s academic background and professional experience are assessed in relation to graduate study goals and program requirements. An individual plan of study is developed; for some students, additional undergraduate coursework may be necessary in certain specialized fields. Students possessing a Wisconsin Teaching License may have already met many of the prerequisite requirements. Credits from other accredited post-secondary institutions may be recognized for application to licensing requirements.

Master’s Degree Requirements

Each student completes a minimum of 33 credits to receive the Master of Arts in Education degree. The curriculum includes:

Degree program requirements (including supervised field experience, as appropriate)
Core degree experiences (including research)
Specialized Professional Educator electives

Doctoral Education Information

Program Information

The Educational Leadership program at Edgewood College culminates in an Education Doctorate (Ed.D.) degree. It is designed to prepare leaders in school districts, institutions of higher education and educational associations and agencies who have instruction and training as part of their role. The program’s primary focus is the preparation of ethical leaders who are reflective practitioners striving to renew and improve the educational environments for which they work. The Ed.D. program provides advanced opportunities for aspiring professionals in the field of education to engage in meaningful and reflective study and research around leadership and organizational change, and to share successful practices that are most often realized when grounded in the students’ own professional career experiences. The Ed.D. program at Edgewood College draws deeply and broadly on the tradition, mission, and philosophy of the College. The Sinsinawa Dominican values and tradition of scholarship and collegiality, the College’s mission as a liberal arts institution with a commitment to service, and the emerging characteristics of the education profession have all helped to shape this program.

The Edgewood College Ed.D. program offers three distinct concentrations: K-12 Leadership-Superintendent license track; Higher Education and Leadership Studies that has a focus including business, agency, or association education leadership; and the Doctoral Completion Program which provides students with advanced graduate work in another accredited education or leadership doctorate program and who are ABD (All But Dissertation) the opportunity to complete their dissertation and earn their Ed.D. The K-12 Leadership licensure program is offered in a blended format, the higher education and leadership studies program is offered completely online, and the doctoral completion program is offered predominantly online with some face-to-face meetings.

The program employs a cohort partnership of doctoral faculty, students, collaborating mentors, and dissertation advisors for the purpose of preparing educational leaders who are thoroughly versed in the research base of educational leadership and its applications to organizational quality. Grounded in Dominican values, these same values encourage us to develop Edgewood leaders, scholars, and writers. Coursework is a blend of theory applied with practice and examination of real-world issues, enriched by cohort and faculty interaction.

A Doctor of Education (Ed.D.) allows for a practical approach to research that encourages students to apply what they are learning to challenges within their field, industry, or profession. Our graduates advance to become college presidents and administrators, K-12 superintendents and leaders, and non-profit champions, each experts in their field. Our graduates leave with strong research skills as both consumer and practitioner, values-based leadership skills, and knowledge to lead strategically.

Students in the Edgewood College Ed.D. program learn and grow together as a cohort. They become inclusive and ethical leaders, skilled communicators who embrace technology as a communication tool, and informed consumers and producers of professional inquiry to enhance the existing knowledge base. In sum, the Doctor of Education degree program provides a supportive system of orientation, advising and assessment; establishes a standard of excellence for the preparation for educational leaders; enhances the College’s mission; and promotes school improvement initiatives within a cohort partnership learning community.

PLEASE NOTE: Edgewood College employee’s tuition reimbursement options do not routinely include courses taken toward doctoral study. Employees who wish to apply for tuition remission must submit one of the letters of recommendation from his or her supervisor indicating approval and support of doctoral study. Edgewood College employees interested in more information about seeking tuition remission for doctoral study should contact the Edgewood College Human Resources Office.