School of Education

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. 

Goals 

  • 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.

Wisconsin Standards for Teacher Development and Licensure 

  1. The 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.
  2. The teacher understands how children with broad ranges of ability learn and provides instruction that supports their intellectual, social, and personal development.
  3. The 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.
  4. The 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.
  5. The 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.
  6. The 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.
  7. The teacher organizes and plans systematic instruction based upon knowledge of subject matter, pupils, the community, and curriculum goals.
  8. The teacher understands and uses formal and informal assessment strategies to evaluate and ensure the continuous intellectual, social, and physical development of the pupil.
  9. The 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 professionally.
  10. The 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.
  11. The teacher demonstrates personal qualities and values which reflect the Franciscan values identified in the Viterbo University teacher education conceptual framework.

The 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.

Students 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).

Admission  

Praxis I (PPST) and Praxis II 

Application 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.

Transfer Student 

The 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.

Writing Requirement 

The 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.

Portfolio Assessment 

Students 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).

Admission to Teacher Education 

Application 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.

Admission to Student Teaching 

Application 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.

Student 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.

Policy 

Wisconsin Administrative Code 

  • 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.

Note – 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 license.

Licensure 

Students 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.

General Wisconsin Administrative Code requires study and course work in the following areas: 

  1. Special education
  2. Human relations
  3. Environmental education – all elementary majors and secondary majors in science and social studies
  4. Cooperative marketing and consumer cooperatives – all social studies teachers
  5. Student 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.
  6. Proficiency 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.
  7. Children 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 services.
  8. History, philosophy, and social foundations of education.
  9. Legal, political, economic, and governmental foundations of education.
  10. Minimum 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.
  11. Core 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.

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