Master of Arts in Education with Licensures and Certificates

Overview

This option offers a Master of Arts in Education degree with academic study that aligns with licensures and certificates in one of the following areas:

  • Innovative Teacher Leadership and Instructional Coaching
  • Principal (WI)
  • Principal/Supervisor of Special Education (IA)
  • Director of Special Education and Pupil Services (WI)
  • Director of Instruction (WI)
  • Cross-categorical Special Education (WI)
  • Reading Teacher (WI)
  • Reading Specialist (WI)
  • School Business Administrator (WI)
Policy

Admissions

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.

Proseminar

In order to attend EDUC 604 Proseminar and engage in commencement ceremonies, students must have completed all required courses in their program of study. Proseminar is the culminating course in the MAE program; it is offered on campus each summer only. Proseminar provides students with the opportunity to present their research and to participate in commencement ceremonies. Degrees are conferred in August after successful completion of all required coursework including EDUC 604 Proseminar.

Registration

Students must apply online and be accepted into the program of their choice before registering for courses. Students will be assisted by their advisor/program specialist when registering for the first semester. In all subsequent semesters, the student will register online in VitNet/Student Planning.

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
  • Action Research: Synthesize information and experiences to grow professionally and actively participate in the educational community of which he/she is a part.   
  • Leadership: Apply quality principles of teacher leadership - including the skills of effective communication, collaboration, and motivation to shape, change, and improve student learning.
  • Synthesis: Integrate opportunities to grow professionally and actively participate in the educational community of which they are a part.        
  • Ethics: Integrate historical, philosophical, and social foundations of education into their educational practices.  
  • Pedagogy: Demonstrate the ability to provide different approaches to learning and create instructional opportunities that are equitable, based on developmental needs of students, and that are adapted to the diverse needs of students.  
  • Assess: Integrate student achievement data, local, state, and national standards, and district initiatives into plans for instruction.          
Addendum

Accreditation/State Approval

Viterbo University undergraduate and graduate programs in education are accredited by the National Council for Accreditation of Teacher Education (NCATE); 2010 Massachusetts Ave. NW, Suite 500; Washington, DC 20036; 202-466-7496; www.ncate.org.

The education program is approved by the Wisconsin Department of Public Instruction for the certification of teachers in the elementary and secondary schools and for the training of veterans. The Iowa Educational Leadership Program is approved by the Iowa State Board of Education and other endorsement programs are recognized by the Iowa Board of Educational Examiners.

Gainful Employment

GRAD ED GAINFUL 91.98 KB
SUPER GAINFUL 91.98 KB
CROSS CAT GAINFUL 91.09 KB

Art Education (BAED)

Overview

Art education majors at Viterbo University start with a year-long Freshman Art Foundations experience, or "boot camp", where drawing, design, and art history lessons help build confident artists and teachers. Art education students learn from practicing artists and designers in state-of-the-art studios and digital labs. Besides learning artistic techniques on campus, art education majors will spend much of their time in the community and area schools learning and gaining hands-on teaching experience. Art education students begin teaching, as part of the Afterschool Art Workshop for children ages 5–12, then as teaching artists in residence in K–12 schools. These experiences are unique to Viterbo's art education program. With an art education degree from Viterbo University, graduates will be ready to teach artistic techniques and inspire people of all ages. This foundation, paired with education courses taken through the School of Education, prepares students for a teaching career in public or private schools.

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.

Business Education (BS)

Overview

The Viterbo University business education major prepares students to become business teachers at the middle and secondary levels. Through a combination of courses from the Dahl School of Business and the School of Education, a strong liberal arts foundation is provided, setting students up to enter the sought after field of business education. This foundation, paired with education courses taken through the School of Education, prepares students for a teaching career in public or private schools.

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.

Cross-Categorical Special Education (Elementary Education Minor)

Overview

The cross-categorical special education minor prepares teachers to strengthen their instructional practices, increase achievement for all students, and become educational leaders. Students who earn a B.S. in education and wish to become special education instructors are perfect for this minor. The special education minor also provides students with the cross-categorical special education license. Transfer course and waivers and/or substitutions could modify these credit totals.

Master of Arts in Education (Generalist)

Overview

The Master of Arts in Education Generalist Degree is designed for educators who aspire to work at the forefront of change and reform in education. Coursework will challenge educators to explore the changing role of the teacher in an educational context. Academic study is flexible and educators will have considerable choice in selecting courses that will meet their individual need and interest.

  • 15-credits of M.A. core coursework (six courses)
  • 15-credits of elective courses taken from Educational Leadership, Reading Teacher, Cross-categorical Special Education, or Innovative Teacher Leadership
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.

Proseminar

In order to attend EDUC 604 Proseminar and engage in commencement ceremonies, students must have completed all required courses in their program of study. Proseminar is the culminating course in the MAE program; it is offered on campus each summer only. Proseminar provides students with the opportunity to present their research and to participate in commencement ceremonies. Degrees are conferred in August after successful completion of all required coursework including EDUC 604 Proseminar.

Registration

Students must apply online and be accepted into the program of their choice before registering for courses. Students will be assisted by their advisor/program specialist when registering for the first semester. In all subsequent semesters, the student will register online in VitNet/Student Planning.

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
  • Communicate information in a scholarly fashion.   
  • Leadership: Apply quality principles of teacher leadership, including the skills of effective communication, collaboration, and motivation to shape, change, and improve student learning.
  • Synthesis: Integrate opportunities to grow professionally and actively participate in the educational community of which they are a part.        
  • Ethics: Integrate historical, philosophical, and social foundations of education into their educational practices.  
  • Pedagogy: Demonstrate the ability to provide different approaches to learning and create instructional opportunities that are equitable, based on developmental needs of students, and that are adapted to the diverse needs of students.  
  • Assess: Integrate student achievement data, local, state, and national standards, and district initiatives into plans for instruction.          

Post-Baccalaureate Teacher Licensure (Non-Degree)

Overview

The post-baccalaureate licensure program is an accelerated program for students who already have an undergraduate degree and would like to pursue an initial teaching license. Viterbo University offers programs that can lead to initial teaching licensure in three primary paths:

  • Elementary Education,
  • Cross-categorical Special Education, and 
  • Nine different Content Areas

 For most Content Areas, the program can be completed in as little as one year. The program has an Education Core of 25 credit hours, plus any additional content specialty coursework needed. Total credit hours for each Content Area vary based upon prior undergraduate coursework. Content Areas include:

  • Art Education
  • Business Education
  • English Language Arts Education
  • Math Education
  • Music Education
  • Social Studies Education
  • Science Education
  • Technology Education
  • Spanish Education

The Elementary Education post-baccalaureate program is an online program can be completed in two years. The program consists of 47 credit hours with the option to take three additional Cross-categorical Special Education courses for a total of 55  credit hours.

The Cross-categorical Special Education licensure program is a two-year, 38 credit hour program offered online.

Policy

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
  • 50 hours of field experience
  • Earn a B or better in EDUC-681

Elementary/secondary education:

  • Completion of required content coursework (art, broad field social studies, business education, cross-categorical, English, mathematics, music, science, Spanish, or technology education) with a grade of “C” or better, or a passing score on the Praxis II in content area
  • Methods coursework in the content area (art, broad field social studies, business education, cross-categorical, English, mathematics, music, science, Spanish, or technology education)
  • Field experiences or hours as determined by the instructor
  • Earn a passing score on the Wisconsin Foundations of Reading Test (for students pursuing elementary education)
     
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, 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.

Early Childhood Education (Elementary Education Minor)

Overview

Early childhood education is an important aspect of building contributing members of society. These early years of development play a significant role in shaping who individuals will become. With an early childhood education minor, students graduate with two teaching licenses – one in elementary/middle school education (grades K-9) and one in early childhood (birth through grade 3) education. The minor also works well as a supplement for social work, elementary education, and psychology majors—any degree where the student's career outlook may involve specializing in working with children. The early childhood education minor also offers  the knowledge required to be a preschool teacher or childcare administrator.

Spanish Education (BA)

Overview

With the Spanish language being spoken more and more across the country, the need for Spanish teachers continues to rise. Students majoring in Spanish education take a combination of Spanish courses in the School of Humanities, and classes from the School of Education, where students learn the ins and outs of leading a classroom and being an effective teacher. Study abroad opportunities are abundant for those in the Spanish program, and students are given the opportunity to explore the culture of Latin America and Latinos with a focus on social justice. Viterbo University’s Spanish program provides the language and cultural skills that prepare students for a future as a Spanish teacher, and the education program effectively ensures that all graduates are ready to pass knowledge onto the next generations.

Policy
  • For K-12 Spanish, a period of residency of at least one month in a country where the target language is spoken is required.
  • The requirements below must be met before student teaching:
    • Courses in literature and culture must be taken in two of the three areas of the Spanish-speaking world - Spain (Peninsular), Latin America, U.S. Hispanic
    • A proficiency level of Intermediate-High in speaking assessed through a standardized oral exam (Oral Proficiency Interview)
    • A demonstrated cultural knowledge in two of the three areas of the Spanish-speaking world as evidenced through department assessment
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.

Music Education (BM Concentration)

Overview

The Bachelor of Music degree with a concentration in music education prepares students for teacher licensure through the Wisconsin Department of Public Instruction. Students are certified to teach K–12 general music, 6–12 choral music, and receive instrumental instruction in compliance with the state rule requiring broad preparedness in music. Viterbo University has active student chapters in the National Association for Music Education, National Association of Teachers of Singing, and the American Choral Directors Association and a near 100% placement rate for its graduates. The program is accredited by the National Association of Schools of Music.

Policy
    • All music majors are required to attend the weekly music department forum every semester in which they are enrolled except for semesters they are registered for MUSC 425 or 429.
    • All music majors are required to register for MUSC 137/337 (Concert Choir) every semester in which they are enrolled except for semesters they are registered for MUSC 425 or 429.
    • All music majors must register for a piano class, aural skills class, and music theory class each semester until all sequences are successfully completed. Music majors who have not completed all levels of Piano Proficiency, Aural Skills, and Music Theory by the end of their sixth semester of full-time study in music must petition the music department to continue as a music major.
    • 100-level ensembles and applied lessons courses are for freshmen and sophomore standing and 300-level ensembles and applied lessons courses are for junior and senior standing
    • Music Majors taking MUVO 171/371 must concurrently be registered for MUVO 172/372
    • An applied lesson fee is charged for each credit of applied lessons – see Tuition and Fees
Learning Outcomes
  • Develop literacy of music through analysis, arrangement, composition, and improvisation.
  • Distinguish important stylistic trends in music, including western, popular, and world genres.
  • Demonstrate performance skills requisite for artistic self expression.
  • Apply knowledge of current teaching methods, materials, and technology to musical instruction.
Addendum

The degrees Bachelor of Music in Performance, Bachelor of Music Education and Bachelor of Music in Music are currently granted accreditation by the National Association of Schools of Music, 11250 Roger Bacon Drive, Suite 21, Reston, VA, 20190-5248; 703-437-0700; https://nasm.arts-accredit.org/.

Social Studies Education (BS)

Overview

Broad field social studies education combines the study of history with the breadth of insights and understanding from the social sciences. The program prepares students for teaching positions in economics, geography, history, political science, psychology, or sociology. Students also take courses in the School of Education, and learn the educational tools and social studies knowledge needed in order to be a successful teacher at the middle and secondary school levels. This foundation, paired with education courses taken through the School of Education, prepares students for a teaching career in public or private schools.

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.
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