The mission of Viterbo University is to provide a quality
liberal arts and a career-oriented professional or pre-professional education
which is rooted in the Catholic tradition and experienced within the context of
an ecumenical Christian community. In keeping with the mission of Viterbo
University, the School of Education has as its mission the preparation of
teachers who are grounded in Franciscan values and who possess the knowledge,
skills, and dispositions to be effective classroom decision makers.
- The School of Education has the goal of
providing a teacher licensure program which facilitates the attainment of
proficient performance in the knowledge, skills, and dispositions under the
Wisconsin Standards for Teacher Development and Licensure.
- The School of Education offers teaching
licensure programs in a variety of areas and licensure levels – early childhood
through middle childhood, middle childhood through early adolescence, early
adolescence through adolescence, and early childhood through adolescence.
Standards for Teacher Development and Licensure
teacher understands the central concepts, tools for inquiry, and structures of
the disciplines he or she teaches and can create learning experiences that make
these aspects of subject matter meaningful for pupils.
teacher understands how children with broad ranges of ability learn and
provides instruction that supports their intellectual, social, and personal
teacher understands how pupils differ in their approaches to learning and the
barriers that impede learning and can adapt instruction to meet the diverse
needs of pupils, including those with disabilities and exceptionalities.
teacher understands and uses a variety of instructional strategies, including
the use of technology to encourage children’s development of critical thinking,
problem solving, and performance skills.
teacher uses an understanding of individual and group motivation and behavior
to create a learning environment that encourages positive social interaction,
active engagement in learning, and self motivation.
teacher uses effective verbal and nonverbal communication techniques as well as
instructional media and technology to foster active inquiry, collaboration, and
supportive interaction in the classroom.
teacher organizes and plans systematic instruction based upon knowledge of
subject matter, pupils, the community, and curriculum goals.
teacher understands and uses formal and informal assessment strategies to
evaluate and ensure the continuous intellectual, social, and physical
development of the pupil.
teacher is a reflective practitioner who continually evaluates the effect of
his or her choices and actions on pupils, parents, professionals in the
learning community and others and who actively seeks out opportunities to grow
teacher fosters relationships with school colleagues, parents, and agencies in
the larger community to support pupil learning and well being and who acts with
integrity, fairness and in an ethical manner.
teacher demonstrates personal qualities and values which reflect the Franciscan
values identified in the Viterbo University teacher education conceptual
teacher education program has four components:
- liberal studies preparation
- professional knowledge derived from the
professional education component of the program
- field experience and student teaching
- Franciscan values which are gained
through observing institutional traditions and living and learning in the
Viterbo University environment. These values are reinforced through programs
offered by the university and the overall philosophy which all members of the
institution attempt to model.
must demonstrate knowledge, skills, and dispositions appropriate to their
programs of study. Curricula are designed to help the prospective teacher
develop the competencies necessary for teaching early childhood, elementary,
middle, middle/secondary, or pre K–12 school programs. The School of Education
is accredited by the National Council for the Accreditation of Teacher
Education and Viterbo University programs in education are approved by the
Wisconsin Department of Public Instruction (DPI).
I (PPST) and Praxis II
for admission to the teacher education program generally is made during the
second semester of the sophomore year. The Praxis I (PPST) must be passed prior
to application for admission to the teacher education program. Therefore, it is
advised that the PPST be taken prior to the beginning of the sophomore year.
Students are limited to three attempts on the PPST. There is a limit of three attempts on
the Praxis II exam. If a student fails Praxis II three times, the student may
not continue in the Teacher Education Program.
School of Education welcomes transfer students who wish to complete a licensure
program. In order to be recommended for a state license, a transfer student
must take at least 24 credits plus student teaching and seminar (12 credits)
from Viterbo University. If the student already has a degree and a valid state
teaching license and is adding new licensures, the number of credits may be adjusted.
School of Education requires writing samples in EDUC 150 and 255. Students who
write at the minimal level are referred to the Learning Center to develop a
contract for writing assistance. Fulfillment of the contract and progress
toward a minimal professional level of writing are considered when a student
applies for admission to the teacher education program. A student who does not
fulfill the contract or reach a minimal professional level of writing will not
be admitted to the teacher education program.
in education programs begin to build a portfolio in the first education course,
EDUC 150, Introduction to Education and continue that development in EDUC 255,
Professional Issues. The portfolio is developed throughout the university
career and demonstrates the student’s development of the knowledge, skills, and
dispositions related to the Wisconsin Teacher Standards. The portfolio is
presented for review and assessment by the School of Education faculty and the
teacher education committee at these times – 1) application for admission to
the teacher education program; 2) application for admission to student teaching;
3) application for teaching licensure (teacher work sample).
to Teacher Education
for admission to the teacher education program generally is made during the
second semester of the sophomore year, when the student has earned 40, but no
more than 60, credits. The applicant’s portfolio is assessed and must meet
basic standards. The applicant must – 1) have a grade point average of at least
2.75 in all courses and in the core curriculum program and a grade of “C” or
above in each course in the core curriculum and professional education
programs; 2) grade of “C” or higher in each major and minor course; 3)
demonstrate competence in written composition by passing ENG 103 and 104 with
grades of “C” or better and demonstrated ability to use correct written and
spoken English as assessed by faculty through courses; 4) be emotionally
stable, physically capable, and speak effectively; 5) be reliable and
dependable; 6) have positive evaluations of field experiences; 7) have positive
attitude and disposition surveys from at least two faculty members; 8) have a
recommendation from the department chair in which the student is majoring; 9)
have passed the Praxis I (PPST); 10) be reviewed positively and admitted by the
teacher education committee. Application forms are available in the School of
Education office. Note – only six
credits of 300 level professional education sequence courses may be taken prior
to admission to the teacher education program.
to Student Teaching
for admission to student teaching is made in the semester prior to student
teaching. The applicant’s portfolio is assessed and must meet basic standards.
The applicant must – 1) have a grade point average of at least 2.75 in the core
curriculum program, have a cumulative grade point average of at least 3.00, and
a grade point average of at least a 3.00 in each of the following: major(s),
minor(s), professional education sequence courses, and a grade of “C” or above
in each course in the core curriculum program, the major(s), minor(s), and
professional education sequence; 2) successfully have completed 75 hours of
pre-student teaching clinical experiences approved by the director of teacher
education; complete 100 hours before student teaching begins; 3) have
dispositions for teaching, willingness to assume professional responsibility,
sufficient poise, and self-confidence to undertake classroom leadership; 4) be
reviewed positively and admitted by the teacher education committee. Note: in
individual cases, grades from a previous major may be eliminated in GPA
calculations if the School of Education and the Teacher Education Committee
approve. 5) Present a passing Praxis II score or other exam as established by
the Wisconsin Department of Public Instruction. If a passing score is not
presented, the student teaching semester will be moved to the following
semester. Application forms are sent to student teacher candidates during the
semester prior to student teaching. Student teaching placement will be
determined after passing Praxis II scores are presented.
teaching is the capstone experience. Therefore it is completed in the final
semester. During the student teaching semester a student typically takes only
the 10 credits of student teaching and the two-credit seminar.
- Core Curriculum—All
programs leading to licensure shall consist of at least one-third of the course
work in core curriculum. It shall include study in each of the following areas
– written and oral communication, mathematics, fine arts, social studies
(including national, state, and local government), biological and physical
sciences, humanities including literature, Western and non-Western history or
contemporary culture, Wisconsin Model Academic Standards.
- Teaching Major—Satisfactory
completion of major/minor as described in the catalog.
- Clinical Experiences—100–130
hours (depending on program) of approved clinical experiences successfully
completed prior to student teaching. Viterbo University courses that require
clinical classroom hours are EDUC 215, 271, 276, 306, 319, 330, 390, 413; MATH
355; and SOCL 320. Students are required to complete clinical experience in a
variety of grade levels in which they will be licensed. Clinical hours must be
completed within the semester of the clinical assignment.
– Placements for clinical field experience and student teaching require
students to complete a disclosure form. In some cases an official background
investigation is required. Placements will not be made unless the student
complies with and passes the required background investigations. The Wisconsin
Department of Instruction (and most other states) requires the completion of a
disclosure form and a background investigation prior to issuing a teaching
planning to teach in Wisconsin must meet the licensing requirements outlined in
chapter PI34 Wisconsin Administrative Code (2000) and Viterbo University
catalog. Students planning to teach in states other than Wisconsin may find
license applications available on the Internet. The teacher work sample
completed during student teaching must be passed prior to licensing. The
teacher work sample is due no later than the last day of student teaching.
Wisconsin Administrative Code requires study and course work in the following
education – all elementary majors and secondary majors in science and social
marketing and consumer cooperatives – all social studies teachers
teaching – full days for a full semester following the schedule and semester
calendar of the cooperating school. A grade of “C” or higher is required for
recommendation for licensure.
tests – students need to pass the Praxis I (PPST) in mathematics, reading, and
writing prior to admission to the teacher education program. Students must pass
the Praxis II exam in their content area(s) prior to application for admission
to student teaching.
at risk – coursework addresses child abuse and neglect, suicide, alcohol and
other drug abuse; school-age parents; delinquency and truancy; child welfare
system including children’s code, juvenile justice, public health, and social
philosophy, and social foundations of education.
political, economic, and governmental foundations of education.
cumulative grade point average of 2.75 and a grade point average of at least
2.75 in the major, minor, and professional education courses.
curriculum – at least one-third of collegiate work in the liberal arts
component. Course work included in the professional education sequence, major,
and minor may not be included in the core curriculum component.