Division of Education

Division of Education Overview

Mission

The Division of Education prepares future educators and educational leaders for anti-racist work that includes and empowers all students. We do this by grounding our work in the values of Edgewood College and providing teaching that is culturally and linguistically sustaining. We work towards equity within ourselves, within our division, within our students, and in the lives that we impact.

Vision

Our candidates seeking licensure and degrees are both reflective and effective practitioners committed to ongoing professional development to facilitate continued growth in the knowledge, skills, and dispositions needed to work toward equity in every classroom and in every school.

Building on a foundation of robust content knowledge, inclusive pedagogies, and the principles and conditions of positive learning environments, education candidates will deepen their commitments and skills for developing learning communities that embrace the diverse backgrounds and learning styles of students, meaningful family involvement in student learning, and positive community relations. Through these practices, the Division of Education aims to create equity in education.

Purpose and Beliefs

The Division of Education has as a central purpose the preparation of educators who are well-developed in the broad understandings of the general education curriculum; oriented in effective professional knowledge and skills; proficient in the evaluation, creation, and application of methods and content of inquiry across subject areas; grounded in pedagogies of social justice and cultural responsiveness; and dedicated to service in the classroom, the school, and the community.

Division of Education candidates will obtain specialized expertise for their level and area of preparation, and are assessed under professional quality standards for educators.

Standards: Knowledge, Skills, and Dispositions

All candidates completing programs for licensing must meet Wisconsin Department of Public Instruction administrative rules, Chapter PI 34, for teacher and administrator licensing and license-renewal. These requirements include minimum cumulative grade point averages of 2.75 on a 4.0 scale for undergraduate students and 3.0 on a 4.0 scale for post-baccalaureate and graduate students, a passing score on the Edgewood College Initial Teacher License Performance Assessment, and a passing Wisconsin Foundation of Reading Test score (in applicable programs).

Teacher 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 in all of the following ten standards as listed under PI 34.002 (as well as demonstrating proficiency in the criteria listed below in the section on Assessments).

(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.

Administrator Standards

To receive a school administration license in Wisconsin, applicants much complete an approved program in school administration and demonstrate proficient performance in the knowledge, skills, and dispositions in all of the following eleven standards, as listed in PI 34.003.

(1) Mission, vision, and core values. Effective educational leaders develop, advocate, and enact a shared mission, vision, and core values of high-quality education, academic success, and well-being of each pupil.

(2) Ethics and professional norms. Effective educational leaders act ethically and according to professional norms to promote each pupil’s academic success and well-being.

(3) Equity and cultural responsiveness. Effective educational leaders strive for equity of educational opportunity and culturally responsive practices to promote each pupil’s academic success and well-being.

(4) Curriculum, instruction, and assessment. Effective educational leaders develop and support intellectually rigorous and coherent systems of curriculum, instruction, and assessment to promote each pupil’s academic success and well-being.

(5) Care and support. Effective educational leaders cultivate an inclusive, caring, and supportive school community to promote each pupil’s academic success and well-being.

(6) Professional capacity of school personnel. Effective educational leaders develop the professional capacity and practice of school personnel to promote each pupil’s academic success and well-being.

(7) Professional community. Effective educational leaders foster a professional community of teachers and other professional staff to promote each pupil’s academic success and well-being.

(8) Meaningful engagement. Effective educational leaders engage families and the community in meaningful, reciprocal, and mutually beneficial ways to promote each pupil’s academic success and well-being.

(9) Operations and management. Effective educational leaders effectively manage school operations and resources to promote each pupil’s academic success and well-being.

(10) School improvement. Effective educational leaders act as agents of continuous school improvement to promote each pupil’s academic success and well-being.

(11) Teacher standards. Effective educational leaders understand and demonstrate competence in the teacher standards under PI 34.002 (as listed above).

Assessment

The Division of Education Assessment System is designed to track candidates’ pathways through the teacher license degree programs in order to ensure that 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 to assess and monitor proficiency. In order for the Division of Education to endorse a student candidate for licensure with the DPI, students must demonstrate proficiency in meeting each of these standards and criteria.

The Division of Education Assessment System integrates instructor reviews, course assessments, cooperating teacher and candidate student teaching supervisor assessments, and the Wisconsin Educator Standards. The system is structured using requirements comprising 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 in the student’s file.

Wisconsin Educator Preparation Program Annual Reports

Act 166 of the Wisconsin State Legislature mandates that the Wisconsin Department of Public Instruction collect data and publish an annual report of Wisconsin Educator Preparation Programs. The report includes information on program completers and first-time passage rates on state-required assessments. The full report for each year may be accessed at the following website: https://dpi.wi.gov/licensing/epp.

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

Background Check

All Division of Education students seeking clinical placements and/or 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 licensure programs. Edgewood College uses https://www.viewpointscreening.com/edgewood for all Education background checks. Completion of this required background check is mandatory before any field placement in a school, an integral part of the field work associated with courses throughout each program.

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
Theatre Arts Teaching

Middle Childhood-Early Adolescence: Regular Education and ESL

To teach children and youth ages six through thirteen, students must complete the Elementary Education major with a minor. The embedded English as a Second Language license is an add-on license attached to the Middle Childhood-Early Adolescence: Regular Education license at Edgewood. 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.

Special Education

To teach children and youth in special education populations, undergraduate students complete the minor in cross-categorical special education. Undergraduate licensing programs are excellent foundations on which to add the licensure 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 major in a relevant content area, including: Broad Field Science, Broad Field Social Studies, English Teaching, and Mathematics Teaching. For students intending to pursue an initial educator license to teach middle/high school in Wisconsin, it is recommended that candidates complete two additional graduate-level classes, ED 635 and ED 602A, in the Accelerated Secondary Program (ASP) in the spring semester of senior year. Professional education advisors will support candidates in mapping courses for this pathway.

Upon graduation, students may matriculate into the Accelerated Secondary Program (ASP) to complete the professional education core sequence for secondary education licenses. In year 5, students will complete an additional 16 credits with an option to earn a Master of Arts degree in Education after completing 12 additional graduate credits (*Note* This is a 34-credit MA + License Program). Contact the Accelerated Secondary Education Program (ASP) for more information.

English as a Second Language: ESL Add-on License

This English as a Second Language license is an add-on license and must be attached to an initial license in Middle Childhood-Early Adolescence: Regular Education or Early Adolescence-Adolescence: Regular Education. This license enables students to teach English language learners in an environment where English is the medium of instruction. Proficiency in a second language beyond Edgewood College’s minimum degree requirements is not required as the language of instruction is English.

Bilingual Education Add-on License

This Bilingual License is an add-on license and must be attached to an initial license in Middle Childhood-Early Adolescence: Regular Education or Early Adolescence-Adolescence: Regular Education. The license enables candidates to teach in a bilingual classroom where students are learning content in two or more languages. Proficiency in a second language is required.

Undergraduate Program Plans

The program plans in this catalog point out the 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 Edgewood College Initial Teacher License 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 Specialist must also take and pass the Wisconsin Foundations of Reading Test (FORT) or, in Special Education, follow the FORT alternative pathway.

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 Wisconsin Educator Standards or Wisconsin Administrator Standards.

Advising

All students will be assigned an advisor in their program(s). Students seeking a license must participate in a transcript review with the program advisor.

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

Students seeking only licensure 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

Completed graduate application: https://www.edgewood.edu/apply/graduate
Official transcripts for all undergraduate and graduate academic credits received from each United States regionally accredited or equivalent post-secondary institution attended should be sent directly to the Admissions Office.
Evidence of a baccalaureate or more advanced degree 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.
Two letters of recommendation from college or university professors, supervisors, and/or professional colleagues addressing the applicant’s potential for success in graduate school.
A written personal statement explaining what the applicant hopes to gain from participation in the program, what the applicant brings to the program, and how specific background experiences will aid in the success of the applicant as a student.

Background Check

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.

Demonstrated content proficiency through completion of an undergraduate major or major equivalent coursework in the academic disciplines of the licensure(s) being sought (within the fields of science, social studies, English, and/or mathematics).

Open enrollment throughout the year.

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.
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.

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 items:

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 PK-12 teaching experience. Pupil Service professionals also need to demonstrate 3 years of successful professional experience including 540 hours of classroom teaching experience.
Applicants will include a section in their written personal statement relating to their current work on educational equity or their aspirational future plans to ensure that they will address social or academic gaps for all students.
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.
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.
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.

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 score on the Edgewood College Initial Teacher License Performance Assessment, 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, or 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 ages six through thirteen 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 PK-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 Special Education Program 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 PK-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 PK-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 PK-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 PK-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 PK-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 PK-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 30 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.