Candidate Intervention Policy
Revised: 3/08/2011
The School of Education at the University of Wisconsin-Stout has articulated standards and dispositions for
initial and advanced candidates. The purpose of this intervention system is to provide candidates the
opportunity and support needed to resolve academic performance or disposition issues that fall below unit
expectations.
1. Complete Candidate Intervention Form (reasons for initiating could include…)
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Chronic absenteeism
Disrespect for culture or gender
Pessimism about some students’ ability to learn
Consistently expressing low expectations
Inappropriate dress or behavior
General lack of enthusiasm or initiative
Unduly simplistic ideas about teaching and learning
Insubordination
Lack of autonomy
Lack of empathy for students
Failing a benchmark review
2. Submit form to the Department Chair
3. The Department Chair will send a copy of the form to the candidate’s program director
4. The program director will work with the candidate to define specific objectives for addressing the
deficiencies in question and establish a timeline for achieving said objectives.
5. The completed form will be signed by the Program Director, Candidate, and the Department Chair;
imaged into students file and original sent back to Program Director to follow up with candidate.
Failure to achieve established objectives within the agreed upon timeline moves the issue to the “School
Retention Committee (SRC)”
1. SRC reviews the initial plan
2. Interviews the candidate
3. Considers dismissal or providing the candidate a second opportunity to resolve the problem
4. IF provided a second opportunity, the objectives and deadlines are revised and updated
5. Failure to achieve the objectives in accordance to the new plan will result in candidate dismissal from
the current program and may lead to dismissal from the School of Education.
The assessments and decisions made in conjunction with this process are the professional judgments of the faculty in the
School of Education regarding the ability of candidates to demonstrate to the knowledge, skills, and dispositions
associated with being a professional educator. It is not part of the Student Academic Disciplinary Procedure (UWS-14) at
UW-Stout, although the results of a disciplinary action may be used as a basis for initiating this procedure.
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SCHOOL OF EDUCATION
Heritage Hall 267,
Menomonie, WI 54751
Wisconsin Teacher Education Standards
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Teachers know the subject they are teaching.
Teachers know how children grow.
Teachers understand children learn differently.
Teachers know how to teach.
Teachers know how to manage a classroom.
Teachers communicate well.
Teachers are able to plan different kinds of lessons.
Teachers know how to test for student progress.
Teachers are able to evaluate themselves.
Teachers are connected with other teachers and the community.
Wisconsin Pupil Services Standards
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The pupil services professional understands the Ten Teacher Standards.
The pupil services professional understands the complexities of learning and knowledge of
comprehensive, coordinated practice strategies that support pupil learning, health, safety, and
development.
The pupil services professional has the ability to use research, research methods, and knowledge
about issues and trends to improve practice in schools and classrooms.
The pupil services professional understands and represents professional ethics and social behaviors
appropriate for school and community.
The pupil services professional understands the organization, development, management, and
content of collaborative and mutually supportive pupil services programs within educational settings.
The pupil services professional is able to address comprehensively the wide range of social,
emotional, behavioral, and physical issues and circumstances which may limit pupils’ abilities to
achieve positive learning outcomes through development, implementation, and evaluation of systemwide interventions and strategies.
The pupil services professional interacts successfully with pupils, parents, professional educators,
employers, and community support systems such as juvenile justice, public health, human services,
and adult education.
Wisconsin Educator Standards – Administrators
1. The administrator has an understanding of and demonstrates competence in the Ten Teacher Standards.
2. The administrator leads by facilitating the development, articulation, implementation, and stewardship
of a vision of learning that is shared by the school community.
3. The administrator manages by advocating, nurturing, and sustaining a school culture and instructional
program conducive to pupil learning and staff professional growth.
4. The administrator ensures management of the organization, operations, finances, and resources for a
safe, efficient, and effective learning environment.
5. The administrator models collaborating with families and community members, responding to diverse
community interests and needs, and mobilizing community resources.
6. The administrator acts with integrity, fairness, and in an ethical manner.
7. The administrator understands, responds to and interacts with the larger political, social, economic,
legal, and cultural context that affects schooling.
SCHOOL OF EDUCATION
Heritage Hall 267,
Menomonie, WI 54751
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Candidate Intervention Form
Revised 10/13/2015
Candidate Name:
Campus/Student Identification Number:
Faculty or Staff Member:
Office Phone:
Critical Incident:
Date:
Identify and describe the specific disposition that initiated the reason for concern.
Area of Concern
 Initiative, Preparedness &
Continuous Learning
 Academic Excellence through
Critical Reflective Thinking
 Expression of Beliefs,
Collaboration and
Professional Communication
 Adherence to Ethical and
Legal Considerations
 Respect for Diversity
 Failed Benchmark Review
 Other
Faculty or Staff Member Comments:
Faculty or Staff Member’s Signature:
Date:
Signature of Department Chair:
Date Forwarded to Program Director:
Intervention:
Define the expectation that needs to be met in concrete terms. Outline a course of action that the candidate
will implement to fulfill the expressed expectation.
Program Director:
Date:
SOE Expectation:
Course of Action:
Approval:
Timeline:
The course of action outlined above must be signed by the parties listed below
Candidate’s Signature:
Date:
Program Director’s Signature:
Date:
Department Chair Signature:
Date:
Resolution:
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Indicate if the course of action outlined above was fulfilled and the concern was resolved or if the matter needs to
be referred to the SRC for further action.
Resolved
Program Director Initials:
Date:
Referred to SRC
Department Chair Signature:
SCHOOL OF EDUCATION
Heritage Hall 267,
Menomonie, WI 54751
Date:
School Retention Committee (SRC) Referral
Committee Members:
Meeting Date:
Revise the expectation, course of action, and timeline required to resolve the issue in question.
SOE Expectation:
Course of Action:
Timeline
Candidate’s Signature
Date
SRC Chairperson’s Signature
Date
Indicate if the course of action outlined above was fulfilled and the concern was resolved or if the candidate
needs to be referred to an advisor outside of SOE.
Resolved
SRC Chair’s Initials
Date
SOE Dismissal
Resolution
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SCHOOL OF EDUCATION
Heritage Hall 267,
Menomonie, WI 54751