Ethical Leadership (EdD) with Superintendent license

Overview

The superintendent track of the EdD in Ethical leadership brings together Viterbo University's expertise in servant leadership and education to instill ethical leadership in education to support our future administrators. Graduates of this track will receive their EdD in Ethical Leadership and the coursework and practicum necessary for the Wisconsin (WI 5003) Superintendent licensure.

Candidates must possess a principal licensure for admission.

  • Credit hours: 51
  • Location: La Crosse, WI
Policy

Admissions Criteria

Applicants must have earned a master's degree from an accredited program, with a minimum cumulative 3.0 GPA, and hold an administrative license.

Policy
Grades
Students must maintain a cumulative GPA of 3.0 for all coursework, with no individual grade lower than a C.

Attendance
Each course syllabus will detail the asynchronous and synchronous components of the course. If synchronous components (either online or in person) are required and a student is unable to attend a class, the student must contact the instructor and take responsibility to meet the class objectives (including possible written make-up work). All EDUL courses, as well as ETHL-729, have required on campus, in-person components.

Completion
All requirements for the degree must be completed within seven years.

Transfer Credit

Up to 12 credits of graduate-level coursework may be transferred to Viterbo University. Credits must be above and beyond the requirements of a previously earned degree, from a program that was not completed, or from a non-degree granting program (e.g. licensure). Credits must meet equivalency requirements on an Ethical Leadership EdD course (i.e. analogous learning outcomes). Students may be asked to provide course syllabi to show the equivalency. To be considered for transfer, a grade of "B" or better must have been earned. Transfer credits must be from an accredited institution of higher education and completed within the last seven years. Coursework older than seven years may be credited based on individual review of the coursework. Requests to transfer credits must be made in the student's first semester. Please contact the Program Director if you have previously completed a WI state Superintendent license.

Dissertation

All students will complete a dissertation prior to graduation from the EdD program. During the program students are prepared with the knowledge and skills necessary to successfully accomplish a dissertation. Each student will select a faculty mentor and a committee to help with the process. A final copy of the dissertation will be submitted to the program director and archived in the Viterbo University Todd Wehr Memorial Library.

Learning Outcomes

  • Analyze and apply leadership theories to inform ethical practice and solve problems of practice

  • Practice ethical reasoning skills (including self-reflection, problem-solving, collaboration, and change facilitation) based in knowledge of ethical theories

  • Promote and assess diversity, equity, inclusion, and belonging efforts and power-sharing across differences in their organizational settings

  • Articulate complex ideas through oral and written communication

  • Conceptualize, produce, and disseminate scholarly research in leadership studies that fosters equity, organizational growth, or change

  • Engage in leadership praxis (action and reflection) for the common good with a social justice orientation

  • Develop and support intellectually rigorous and coherent systems of curriculum, instruction, and assessment to promote each pupil’s academic success and well-being.

  • Develop the professional capacity, practice, and professional community of school personnel to promote each pupil’s academic success and well-being.

  • Effectively manage school operations and resources to promote each pupil’s academic success and well-being.

Addendum

The Ethical Leadership EdD was approved by the Higher Learning Commission in April 2022.

Elementary Education (BS Degree Completion)

Overview

Viterbo’s elementary education degree completion program is an online program that provides a pathway to licensure as an elementary educator for those who do not currently hold a bachelor’s degree. Typically students enter this program having earned an associate degree or have 35–65 credits of undergraduate coursework. In this program students earn a BS in elementary education within two to three years.

Policy
Learning Outcomes

Developed by the Interstate Teacher Assessment and Support Consortium (InTASC) and adopted by Wisconsin Department of Public Instruction (DPI)

  • LEARNER DEVELOPMENT – The teacher understands 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 the teacher designs and implements developmentally appropriate and challenging learning experiences.
  • LEARNING DIFFERENCES – The teacher uses understanding of individual differences and diverse cultures and communities to ensure inclusive learning environments that enable each learner to meet high standards.
  • 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.
  • CONTENT KNOWLEDGE – The teacher understands the central concepts, tools of inquiry, and structures of the discipline(s) he or she teaches and creates learning experiences that make these aspects of the discipline accessible and meaningful for learners to assure mastery of the content.
  • APPLICATION OF CONTENT – The teacher understands 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 – The teacher understands 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 – The teacher plans 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 – The teacher understands and uses 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 – The teacher engages in ongoing professional learning, uses evidence to continually evaluate his/her practice, particularly the effects of his/her choices and actions on others (learners, families, other professionals, and the community), and adapts practice to meet the needs of each learner.
  • LEADERSHIP AND COLLABORATION – The teacher seeks 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.
  • VITERBO STANDARD – The teacher demonstrates personal qualities and values which reflect the Franciscan values identified in the Viterbo University teacher education conceptual framework.

Master of Arts in Teaching

Overview

The Master of Arts in Teaching program is designed for students to explore the core principles of their chosen track, gaining a comprehensive understanding of pedagogy, curriculum development, and instructional strategies specific to their focus area. Whether aiming to teach young learners in elementary schools, specialize in a content area at the secondary level, or work with students with diverse learning needs, this program equips educators with the tools and knowledge necessary to excel in their chosen field.

Policy

Elementary Education | Secondary Content Area Education:

  • Completion of required content coursework with a grade of “C” or better in each course
  • A passing score on the Praxis II in the content area or the ACTFL Oral and Written for Spanish (for students pursuing a Secondary Content Area licensure only)
  • Methods coursework in the content area
  • Pre-Student Teaching field-experience in addition to a full-semester of Student Teaching
  • Earn a passing score on the Wisconsin Foundations of Reading Test (for students pursuing elementary education only)

Cross-categorical Special Education:

  • Completion of required content coursework with a grade of “C” or better in each course
  • Methods coursework in the content area
  • Pre-Student Teaching field-experience in addition to a full-semester of Student Teaching
  • Earn a B or better in EDUC-681

Admission

Admission Requirements for all Graduate Programs in Education (degree, license, endorsement, or certificate) include the following, but may include additional program-specific admission requirements:

  • A minimum cumulative undergraduate GPA of 2.75
  • Completion of required content coursework from undergraduate degree in field of study with a grade of “C” or better
  • All requirements for any graduate program in education must be completed within seven years from the date of application to the graduate program.
  • Coursework must have been taken within the last seven years from the date of application to be applied to program requirements, with the exception of Iowa Educational Leadership programs which is limited to five years.
  • A student must have a cumulative grade point average of 3.0 to complete any graduate program in education and a grade of C or higher earned in all Viterbo University coursework.
  • Students who have completed any Viterbo University graduate program within the last seven years may use up to 15 credits of eligible graduate-level courses to satisfy the elective requirements for degree candidacy in the Master of Arts in Education Program.

Transfer Credit

Upon acceptance, a student may transfer up to six credit hours of graduate credit taken within seven years of the application date.

Learning Outcomes

Developed by the Interstate Teacher Assessment and Support Consortium (InTASC) and adopted by Wisconsin Department of Public Instruction (DPI)

• PUPIL DEVELOPMENT – The teacher understands 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 the teacher designs and implements developmentally appropriate and challenging learning experiences.

• LEARNING DIFFERENCES – The teacher uses understanding of individual differences and diverse cultures and communities to ensure inclusive learning environments that enable each learner to meet high standards.

 • 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.

• CONTENT KNOWLEDGE – The teacher understands the central concepts, tools of inquiry, and structures of the discipline(s) he or she teaches and creates learning experiences that make these aspects of the discipline accessible and meaningful for learners to assure mastery of the content.

• APPLICATION OF CONTENT – The teacher understands 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 – The teacher understands 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 – The teacher plans instruction that supports every student in meeting rigorous learning goals by drawing upon knowledge of content areas, curriculum, crossdisciplinary skills, and pedagogy, as well as knowledge of learners and the community context.

• INSTRUCTIONAL STRATEGIES – The teacher understands and uses 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 – The teacher engages in ongoing professional learning, uses evidence to continually evaluate his/her practice, particularly the effects of his/her choices and actions on others (learners, families, other professionals, and the community), and adapts practice to meet the needs of each learner.

• LEADERSHIP AND COLLABORATION – The teacher seeks 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.

• VITERBO STANDARD – The teacher demonstrates personal qualities and values which reflect the Franciscan values identified in the Viterbo University teacher education conceptual framework.

Associate of Science in Education (ASEd)

Overview

Associate of Science in Education is a credential awarded to a student in a Viterbo University education program who satisfies the requirements of the degree as outlined below. With this earned Associate of Science in Education degree, students are eligible to apply for a substitute teaching license in the state of Wisconsin.

Policy

A maximum of 45 credits may be transferred into the program.

Learning Outcomes
  • Ethical Reasoning: Students respond to ethical issues, using informed value systems.
  • Critical Thinking: Students comprehensively explore issues, ideas, artifacts, and events before accepting or formulating and opinion or conclusion.
  • Oral Communication and Written Communication: Students speak and write to suit varied purposes, audiences, disciplines, and contexts.
  • Develop foundational professional knowledge of theory and pedagogy appropriate for PK-12 school settings.
  • Describe and apply child development principles in planning lessons for children from PK-12 school settings.
     

School Business Administrator (WI 5008)

Overview

A program that develops well-prepared and dedicated educators who are willing to work in tandem with other members of the administrative team to achieve educational excellence through their work. Our program focuses on School Business Administrators as being central to the successful operations of a school district through their development of being proactive decision-makers who bring together knowledge and experience to make the best decisions for district funding.

Policy

Admission

Admission Requirements for all Graduate Programs in Education (degree, license, endorsement, or certificate) include the following, but may include additional program-specific admission requirements:

  • A minimum cumulative undergraduate GPA of 2.75 or at least a 3.0 cumulative GPA for 12 graduate credits from an accredited institution in order to be admitted in good standing
  • Earned teaching or administrative license
  • One academic reference contact required for Wisconsin and Iowa Educational Leadership programs

All requirements for any graduate program in education must be completed within seven years from the date of application to the graduate program. Coursework must have been taken within the last seven years from the date of application to be applied to program requirements, with the exception of Iowa Educational Leadership programs which is limited to five years.

A student must have a cumulative grade point average of 3.0 to complete any graduate program in education and a grade of C or higher earned in all Viterbo University coursework.

Students who have completed any Viterbo University graduate program within the last seven years may use up to 15 credits of eligible graduate level courses to satisfy the elective requirements for degree candidacy in the Master of Arts in Education Program

Students who have completed the Viterbo University Post-baccalaureate program within the last seven years may use up to fifteen credits of eligible graduate level courses toward the elective requirement for degree candidacy in the Master of Arts in Education Program

Transfer Credit

Master of Arts in Education and Educational Leadership

Upon acceptance, student may transfer up to six credit hours of graduate credit taken within seven years of application date to be applied to the MAE degree program.  Up to six credit hours taken within seven years of application may be considered for the Wisconsin Educational Leadership program for equivalent graduate courses. Up to six semester credit hours taken within five years of application may be considered for the Iowa Educational Leadership program for equivalent graduate courses.

Learning Outcomes
  • 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. 
  • Ethics and Professional Norms. Effective educational leaders act ethically and according to professional norms to promote each pupil’s academic success and well-being. 
  • 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.      
  • 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.  
  • Care and Support. Effective educational leaders cultivate an inclusive, caring, and supportive school community to promote each pupil’s academic success and well-being. 
  • 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. 
  • 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. 
  • 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. 
  • Operations and Management. Effective educational leaders effectively manage school operations and resources to promote each pupil’s academic success and well-being. 
  • School Improvement. Effective educational leaders act as agents of continuous school improvement to promote each pupil’s academic success and well-being.  
  • Teacher Standards. Effective educational leaders understand and demonstrate competence in the teacher standards under s. PI 34.002. 

Reading Specialist (WI 5017)

Overview

An online program that focuses on the social and political aspects of literacy, language variation, and the cultural and community influences on language acquisition and learning. Strength-based approaches to servant leadership, mentoring, coaching, and staff development emphasize positive change and contribution to the common good. Through a sociocultural lens, reading specialist candidates explore district literacy policy to identify and draw upon the literacies and strengths of the educators, parents, and the communities they serve.

  •  10-credits (3 courses) - fully online

Enrollment in the Reading Specialist  licensure only program requires an educational master's degree and the Reading Teacher 1316 license, otherwise it can be combined with the M.A. in Education as the area of emphasis for a total of 31 credit hours.

Policy

Admission

Admission Requirements for all Graduate Programs in Education (degree, license, endorsement, or certificate) include the following, but may include additional program-specific admission requirements:

  • A minimum cumulative undergraduate GPA of 2.75 or at least a 3.0 cumulative GPA for 12 graduate credits from an accredited institution in order to be admitted in good standing
  • Earned teaching or administrative license
  • One academic reference contact required for Wisconsin and Iowa Educational Leadership programs

All requirements for any graduate program in education must be completed within seven years from the date of application to the graduate program. Coursework must have been taken within the last seven years from the date of application to be applied to program requirements, with the exception of Iowa Educational Leadership programs which is limited to five years.

A student must have a cumulative grade point average of 3.0 to complete any graduate program in education and a grade of C or higher earned in all Viterbo University coursework.

Students who have completed any Viterbo University graduate program within the last seven years may use up to 15 credits of eligible graduate level courses to satisfy the elective requirements for degree candidacy in the Master of Arts in Education Program

Students who have completed the Viterbo University Post-baccalaureate program within the last seven years may use up to fifteen credits of eligible graduate level courses toward the elective requirement for degree candidacy in the Master of Arts in Education Program

Wisconsin Reading Specialist License (WI 5017)

  • Possess a current Wisconsin Reading Teaching 1316 License
  • Demonstrated three years of regular full-time teaching experience
  • Have a master's degree in education OR be enrolled in Viterbo University's MAED program
  • Earn a passing score on the Wisconsin Foundations of Reading Test, as required by the Wisconsin Department of Public Instruction

Transfer Credit

Wisconsin Reading Specialist License (WI 5017)

Graduate credits may not be transferred into this program

Learning Outcomes
  • 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. 
  • Ethics and Professional Norms. Effective educational leaders act ethically and according to professional norms to promote each pupil’s academic success and well-being. 
  • 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.      
  • 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.  
  • Care and Support. Effective educational leaders cultivate an inclusive, caring, and supportive school community to promote each pupil’s academic success and well-being. 
  • 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. 
  • 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. 
  • 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. 
  • Operations and Management. Effective educational leaders effectively manage school operations and resources to promote each pupil’s academic success and well-being. 
  • School Improvement. Effective educational leaders act as agents of continuous school improvement to promote each pupil’s academic success and well-being.  
  • Teacher Standards. Effective educational leaders understand and demonstrate competence in the teacher standards under s. PI 34.002. 

Reading Teacher (WI 1316)

Overview

An online program that brings educators from across the state to share and unite through a progressive, modern approach to teaching and learning. Educators will develop a deep understanding of authentic instruction and assessment that focuses on the students’ lived experiences, literacies, and funds of knowledge. Asset-based approaches to understanding the influences of Global Englishes, family and community literacies, and social justice will provide educators with the ability to design instruction and assessment, and create spaces of possibility for students.

  • 15-credits (5 courses) - fully online

The Reading Teacher licensure program can be taken as an area of emphasis as part of the MA in Education for a total of 30-credits (10 courses) - online culminating with a four day on-campus residency and graduation ceremony.

Policy

Admission

Admission Requirements for all Graduate Programs in Education (degree, license, endorsement, or certificate) include the following, but may include additional program-specific admission requirements:

  • A minimum cumulative undergraduate GPA of 2.75 or at least a 3.0 cumulative GPA for 12 graduate credits from an accredited institution in order to be admitted in good standing
  • Earned teaching or administrative license

All requirements for any graduate program in education must be completed within seven years from the date of application to the graduate program. Coursework must have been taken within the last seven years from the date of application to be applied to program requirements, with the exception of Iowa Educational Leadership programs which is limited to five years.

A student must have a cumulative grade point average of 3.0 to complete any graduate program in education and a grade of C or higher earned in all Viterbo University coursework.

Students who have completed any Viterbo University graduate program within the last seven years may use up to 15 credits of eligible graduate level courses to satisfy the elective requirements for degree candidacy in the Master of Arts in Education Program

Students who have completed the Viterbo University Post-baccalaureate program within the last seven years may use up to fifteen credits of eligible graduate level courses toward the elective requirement for degree candidacy in the Master of Arts in Education Program

Wisconsin Reading Teacher License, PK-12 (WI 1316)

  • Possess a current Wisconsin Teaching license
  • Demonstrated two years of regular full-time teaching experience
  • Earn a passing score on the Wisconsin Foundations of Reading Test, as required by the Wisconsin Department of Public Instruction

Transfer Credit

Wisconsin License (Reading 1316/ Cross-categorical Special Education)

Upon acceptance, student may transfer up to six credit hours of graduate credit taken within seven years of application date.

Learning Outcomes
  • Foundations of Reading/Literacy Development: Students will convey knowledge of the theories and research in early literacy to evaluate and integrate best practices.
  • Development of Reading Comprehension: Teachers will identify the multiple strands of skills and strategies that build comprehension in the K-12 learner.
  • Reading Assessment and Instruction: Students will demonstrate knowledge and understanding of a variety of assessments and differentiate appropriately based on instructional needs.
  • Integration of Reading/Literacy Knowledge & Understanding: Students will implement authentic literacy instruction across the curriculum.
  • Standard Alignment: Students will identify curricular standards and determine best practices to implement for literacy instruction of the K-12 learner.
     

Cross-categorical Special Education (WI 2801)

Overview

An online program that brings educators from across the state together to learn best practices in the field of special education. Our classes view individuals with disabilities from a strengths-based model, and help educators work toward successful inclusion of individuals with disabilities. We focus on working with culturally and linguistically diverse families, empowering our educators to honor all abilities, and providing familiarity with local community resources.

  •  19–25 credits (7–9 courses)
  • EDUC 612 will be waived for applicants holding a lifetime license.
Policy

Admission

Admission Requirements for all Graduate Programs in Education (degree, license, endorsement, or certificate) include the following, but may include additional program-specific admission requirements:

  • A minimum cumulative undergraduate GPA of 2.75 or at least a 3.0 cumulative GPA for 12 graduate credits from an accredited institution in order to be admitted in good standing
  • Earned teaching or administrative license

All requirements for any graduate program in education must be completed within seven years from the date of application to the graduate program. Coursework must have been taken within the last seven years from the date of application to be applied to program requirements, with the exception of Iowa Educational Leadership programs which is limited to five years.

A student must have a cumulative grade point average of 3.0 to complete any graduate program in education and a grade of C or higher earned in all Viterbo University coursework.

Students who have completed any Viterbo University graduate program within the last seven years may use up to 15 credits of eligible graduate level courses to satisfy the elective requirements for degree candidacy in the Master of Arts in Education Program

Students who have completed the Viterbo University Post-baccalaureate program within the last seven years may use up to fifteen credits of eligible graduate level courses toward the elective requirement for degree candidacy in the Master of Arts in Education Program

Wisconsin Cross-Categorical License (WI 2801)

  • Possess a current Wisconsin teaching license
  • Earn a passing score on the Wisconsin Foundations of Reading Test, as required by the Wisconsin Department of Public Instruction

Transfer Credit

Wisconsin License (Reading 1316/ Cross-categorical Special Education)

Upon acceptance, student may transfer up to six credit hours of graduate credit taken within seven years of application date.

Learning Outcomes

Students will demonstrate proficiency in:

  • Philosophical, historical and legal foundations of special education
  • Characteristics of learners
  • Assessment, diagnosis, and evaluation
  • Instructional content and practice
  • Planning and managing the teaching and learning environment
  • Managing student behavior and teaching social interaction skill
  • Communication and collaborative partnerships
  • Professional and ethical practices

Demonstrate the ability to align instructional practices to academic standards

  • Viterbo Core Teaching Standards
  • Council for Exceptional Children (CEC) Standards

Director of Instruction (WI 5010)

Overview

A program that prepares school administrators to have more focused instruction and preparation in the area of Curriculum and Instruction.

  • 21-credits of Educational Leadership core coursework (7 courses)
  • 6-credits of required Director of Instruction coursework (2 courses)

Enrollment in the Director of Instruction licensure only program requires an educational master's degree, otherwise it can be combined with the MA in Education as the area of emphasis for a total of 39 credit hours. To add Principal Licensure (WI 51), student will take an additional 3 credit hours.

Policy

Admission

Admission Requirements for all Graduate Programs in Education (degree, license, endorsement, or certificate) include the following, but may include additional program-specific admission requirements:

  • A minimum cumulative undergraduate GPA of 2.75 or at least a 3.0 cumulative GPA for 12 graduate credits from an accredited institution in order to be admitted in good standing
  • Earned teaching or administrative license
  • One academic reference contact required for Wisconsin and Iowa Educational Leadership programs

All requirements for any graduate program in education must be completed within seven years from the date of application to the graduate program. Coursework must have been taken within the last seven years from the date of application to be applied to program requirements, with the exception of Iowa Educational Leadership programs which is limited to five years.

A student must have a cumulative grade point average of 3.0 to complete any graduate program in education and a grade of C or higher earned in all Viterbo University coursework.

Students who have completed any Viterbo University graduate program within the last seven years may use up to 15 credits of eligible graduate level courses to satisfy the elective requirements for degree candidacy in the Master of Arts in Education Program

Students who have completed the Viterbo University Post-baccalaureate program within the last seven years may use up to fifteen credits of eligible graduate level courses toward the elective requirement for degree candidacy in the Master of Arts in Education Program

Transfer Credit

Master of Arts in Education and Educational Leadership

Upon acceptance, student may transfer up to six credit hours of graduate credit taken within seven years of application date to be applied to the MAE degree program. Up to six credit hours taken within seven years of application may be considered for the Wisconsin Educational Leadership program for equivalent graduate courses. Up to six semester credit hours taken within five years of application may be considered for the Iowa Educational Leadership program for equivalent graduate courses.

Learning Outcomes
  • 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. 
  • Ethics and Professional Norms. Effective educational leaders act ethically and according to professional norms to promote each pupil’s academic success and well-being. 
  • 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.      
  • 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.  
  • Care and Support. Effective educational leaders cultivate an inclusive, caring, and supportive school community to promote each pupil’s academic success and well-being. 
  • 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. 
  • 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. 
  • 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. 
  • Operations and Management. Effective educational leaders effectively manage school operations and resources to promote each pupil’s academic success and well-being. 
  • School Improvement. Effective educational leaders act as agents of continuous school improvement to promote each pupil’s academic success and well-being.  
  • Teacher Standards. Effective educational leaders understand and demonstrate competence in the teacher standards under s. PI 34.002. 

Director of Special Education and Pupil Services (WI 5080)

Overview

A program that prepares school administrators to have more focused instruction in the areas of Special Education and Pupil Services at the district and site levels.

  • 21-credits of Educational Leadership core coursework (7 courses)
  • 12-credits of required Director of Special Education and Pupil Services coursework (4 courses)

Enrollment in the Director of Special Education and Pupil Services licensure only program requires an educational master's degree, otherwise it can be combined with the MA in Education as an area of emphasis for a total of 16 courses (45 credit hours).  To add Principal Licensure (WI 51), students will take an additional 3 credit hours.

Policy

Admission

Admission Requirements for all Graduate Programs in Education (degree, license, endorsement, or certificate) include the following, but may include additional program-specific admission requirements:

  • A minimum cumulative undergraduate GPA of 2.75 or at least a 3.0 cumulative GPA for 12 graduate credits from an accredited institution in order to be admitted in good standing
  • Earned teaching or administrative license
  • One academic reference contact required for Wisconsin and Iowa Educational Leadership programs

All requirements for any graduate program in education must be completed within seven years from the date of application to the graduate program. Coursework must have been taken within the last seven years from the date of application to be applied to program requirements, with the exception of Iowa Educational Leadership programs which is limited to five years.

A student must have a cumulative grade point average of 3.0 to complete any graduate program in education and a grade of C or higher earned in all Viterbo University coursework.

Students who have completed any Viterbo University graduate program within the last seven years may use up to 15 credits of eligible graduate level courses to satisfy the elective requirements for degree candidacy in the Master of Arts in Education Program

Students who have completed the Viterbo University Post-baccalaureate program within the last seven years may use up to fifteen credits of eligible graduate level courses toward the elective requirement for degree candidacy in the Master of Arts in Education Program

Transfer Credit

Master of Arts in Education and Educational Leadership

Upon acceptance, student may transfer up to six credit hours of graduate credit taken within seven years of application date to be applied to the MAE degree program. Up to six credit hours taken within seven years of application may be considered for the Wisconsin Educational Leadership program for equivalent graduate courses. Up to six semester credit hours taken within five years of application may be considered for the Iowa Educational Leadership program for equivalent graduate courses.

Learning Outcomes
  • 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. 
  • Ethics and Professional Norms. Effective educational leaders act ethically and according to professional norms to promote each pupil’s academic success and well-being. 
  • 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.      
  • 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.  
  • Care and Support. Effective educational leaders cultivate an inclusive, caring, and supportive school community to promote each pupil’s academic success and well-being. 
  • 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. 
  • 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. 
  • 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. 
  • Operations and Management. Effective educational leaders effectively manage school operations and resources to promote each pupil’s academic success and well-being. 
  • School Improvement. Effective educational leaders act as agents of continuous school improvement to promote each pupil’s academic success and well-being.  
  • Teacher Standards. Effective educational leaders understand and demonstrate competence in the teacher standards under s. PI 34.002. 
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