Professional
Education
Program Report
University of Wisconsin - Stout
School of Education
Prepared for:
Wisconsin Department of Public Instruction
Accreditation Review
August, 2004
UNIVERSITY OF WISCONSIN-STOUT
SCHOOL OF EDUCATION
WISCONSIN DEPARTMENT OF PUBLIC INSTRUCTION REPORT
August, 2004
Introduction
This section of the Wisconsin DPI report includes responses to sections 1.0 - 1.6. concerning the
School of Education at the University of Wisconsin-Stout. Website: http://www.uwstout.edu/soe
1.0 The institution’s relevant policies and practices including its mission, vision, and philosophy
affecting the preparation of professional school personnel.
The University Mission: University of Wisconsin-Stout, (UW-Stout) as a special mission institution,
serves a unique role in the University of Wisconsin System. UW-Stout is characterized by a distinctive
array of programs leading to professional careers focused on the needs of society. These programs are
presented through an approach to learning that involves combining theory, practice and
experimentation. Extending this special mission into the future requires that instruction, research and
public service programs be adapted and modified as the needs of society change. Website;
http://www.uwstout.edu/geninfo/mission.shtml
UW-Stout: A Baldridge Institution: The University of Wisconsin-Stout’s Mission and goals are aligned
with the aim of the Baldridge award—to ensure continuous improvement and maintain quality and
high performance in its programs and services. The University of Wisconsin-Stout received the
Baldridge Award in 2001. This award is given by the President of the United States to businesses—
manufacturing and service, small and large—and to education and health care organizations that apply
and are judged to be outstanding in seven areas: leadership, strategic planning, customer and market
focus, information and analysis, human resource focus, process management, and business results. The
School of Education received a Baldridge Grant from the University for Strategic Planning in 2003-04.
For more information: http://www.uwstout.edu/mba/faq.html
The university offers undergraduate and graduate programs leading to professional careers in industry,
commerce, education and human services through the study of technology, applied mathematics and
science, art, business, industrial management, human behavior, family and consumer sciences, and
manufacturing-related engineering and technologies. For more information:
http://www.uwstout.edu/geninfo/mission.shtml
The University of Wisconsin-Stout Values Statement reads as follows:
The University of Wisconsin-Stout, a respected innovator in higher education, educates students to be
lifelong learners and responsible citizens in a diverse and changing world through experiences inside
and outside the classroom that join the general and the specialized, the theoretical and the practical, in
applied programs leading to successful careers in industry, commerce, education, and human services.
Website:
http://www.uwstout.edu/geninfo/stratplan.shtml and Appendix A.
The University of Wisconsin-Stout Mission Statement guided the development of the School of
Education’s Mission Statement. Faculty, staff, and administrators in the newly formed School (as of
July 1, 2003) created the following Mission and Vision Statements.
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The School of Education: Background
The School of Education was formed in July 2003 through a university-wide realignment. Previous to
2003, all teacher education programs were housed in the College of Arts and Sciences (CAS) College
of Human Development (CHD), and the College of Technology, Engineering, and Management
(CTEM). Dialogue between teacher education faculty and administration in the format of open forums
and discussion in the Professional Education Council facilitated the organization of a unit that would
be a voice for teacher education on the UW-Stout campus, and that would administratively embody all
teacher education programs. All faculty and staff who teach professional education courses and
program courses are members of the School of Education. In 2003-04, there were 37.72 Instructional
faculty and academic staff and 12.94 non-instructional staff in the School of Education.
The Mission of the School of Education is:
The School of Education Faculty and Staff will provide exemplary teaching, research, and
service to ensure that graduates of the School become successful and effective leaders and
educators in their chosen professional discipline.
Website: http://www.uwstout.edu/soe/soeprofile/mission.shtml
School of Education Vision
The SOE faculty and staff have the vision of preparing educational leaders who are reflective
practitioners and bring diverse talents, perspectives and expertise to the field.
Website: http://www.uwstout.edu/soe/soeprofile/mission.shtml
School of Education Goals
The School of Education goals are to:
o Foster the development of educational leaders who are reflective in their practice.
o Provide program curricula that incorporate diversity, research, theory and best practice.
o Align program outcomes with state and national education standards.
o Recruit, support and retain a diverse faculty/staff who model best practices in professional
education.
o Advance educational scholarship and research at the university, local, state, national and
international levels.
o Collaborate with PK-12 schools, universities, technical colleges, educational agencies,
professional associations, and communities to improve teaching and learning.
o Engage in leadership and service to the university, local, state, national and international
professional organizations.
Website: http://www.uwstout.edu/soe/soeprofile/mission.shtml
School of Education Values
See the Conceptual Framework of this report and the website:
http://www.uwstout.edu/soe/soeprofile/mission.shtml
1.1 Organization and administration of the professional education programs.
University Organization and Administration
The University of Wisconsin-Stout is organized into 3 colleges (College of Human Development
(CHD), College of Technology, Engineering and Management (CTEM) and the College of Arts and
Sciences (CAS) and 1 School (School of Education SOE).
See www.uwstout.edu/chancellor/orgchart.pdf or Appendix B for organizational chart.
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The School of Education
See School of Education. organizational chart:
http://www.uwstout.edu/soe/soeprofile/SOEflowchart7.16.03.htm or Appendix C.
The Dean of the School of Education oversees both academic and administrative units. The academic
unit consists of the Instructional Unit and faculty and staff who teach in the School of Education’s 7
undergraduate and 5 graduate programs. The Coordinating Chair oversees the Instructional Unit and
reports to the Dean. The undergraduate and graduate Program Directors report directly to the Dean
and are represented on the School Council. The Dean oversees the Child and Family Study Center.
The Director of the Child and Family Center reports to the Dean. The Director oversees all teachers,
program assistants, and staff in the CFSC. The Dean oversees the School of Education administration:
Budget Coordinator, the Licensing and Administrative Coordinator, the Coordinator of Clinical
Placements, and the Assistant to the Dean for Portfolio and Assessment.
The Budget Coordinator is responsible for all SOE budgets and grants for SOE faculty. The Licensing
and Administrative Coordinator is responsible for maintaining teacher education students’ records,
clearing students for admission into student teaching, and processing license applications. The
Coordinator of Clinical Placements is responsible for placing student teachers from the undergraduate
and graduate programs that lead to certification. The Assistant to the Dean for Portfolio and
Assessment is responsible for overseeing the e-portfolio campus workshops and student staff,
developing website materials, and working with the faculty and staff to develop assessment tools for
the e-portfolio.
School of Education Academic Programs: The following are the SOE undergraduate, graduate, minors
and other programs that offered: The undergraduate programs include: Art Education, Career and
Technical Education and Training, Early Childhood Education, Family and Consumer Sciences
Education, Marketing and Business Education, Technology Education, and Vocational Rehabilitation
with Special Education Certification (Middle-Adolescence/Early Adolescence-Adolescence). The
graduate programs include: Career and Technical Education and Training (Ed.S., M.S. Ed.),Guidance
and Counseling (M.S.), Education (M.S.), Industrial and Technology Education (M.S.), and School
Psychology (Ed.S., M.S. Ed.) The teaching minors include: Coaching, Economics, Health and Fitness
Education, History Teaching, Mathematics Teaching, and Speech Communication Teaching. Other
Programs/Certifications include: Adaptive Education, Career and Technical Education Coordinator
(LVEC), Early Childhood Exceptional Education Needs, Technology Coordinator, and Traffic Safety
Education. Website: http://www.uwstout.edu/soe/academics/academicprograms.shtml
Child and Family Study Center: The Center serves as a professional development school for Early
Childhood Education Majors and other related majors on campus. The center experience allows
University students to link educational theory with practice. The Child and Family Study Center
employs the Center Director, Program Assistant, 5 graduate assistants, and 5 lead teachers. Total
children enrolled for 2003-04 were 94.
Website: http://www.uwstout.edu/soe/cfsc/aboutcfsc.shtml
SOE Organization as Defined in the SOE By-Laws: The School of Education By-Laws (2003-04), as
the policy document of the School of Education, describes the School organizational structure and
administrative structure in Sections1.1. and 3.0 – 3.3. For a complete set of
By-Laws, see Appendix D or http://www.uwstout.edu/soe/soeprofile/soe_bylaws6.14.pdf
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SOE Academic Program Advisory Committees: All SOE undergraduate and graduate programs have
advisory committees. The following is the protocol for the establishment and purpose of Advisory
Committees for SOE Academic Programs can be found in the SOE By-Laws and on the
website:http://www.uwstout.edu/soe/soeprofile/advisorycouncil.shtml
1.2. Faculty Qualifications, Diversity, Promotion, Load and Professional
Development
Definition of Faculty: “Faculty” mean persons who hold the rank of professor, associate professor,
assistant professor or instructor in an academic department or its functional equivalent in an institution.
UWS-Code 1.04
Definition of Academic Staff: “Academic staff” means professional and administrative personnel,
other than faculty and classified staff, with duties and appointments that are primarily associated with
higher education institutions or their administration. UWS-Code 1.01
List of Faculty and Instructional Staff-- Educational Preparation and Rank: Of the total number of SOE
faculty and academic staff at .50 FTE or greater, 23 (60 %) have doctorate degrees, 13 (40%) have
Master degrees, and 1 has a Bachelors degree. University-wide data states that 67% of all faculty have
a doctorates. See Appendix E for a complete list of faculty and staff for 2003-04.
Faculty and Academic Staff Vitae: The vitae of SOE faculty and staff are available on site. A
condensed vita of each is available on: www.uwstout.edu/soe/soestaff/soelisting.shtml
The School of Education includes 26/37 female faculty and instructional staff, with a total of 4minority faculty and staff.
University and School Policies on Diversity of Faculty: Plan 2008: The UW-Stout values “diversity of
people, ideas and experiences.” Plan 2008: Educational Quality Through Racial/Ethnic Diversity is a
ten-year framework beginning in 1998 for system wide institutional efforts aimed at removing barriers
associated with race, ethnicity, and economic disadvantage. The School of Education Mission
Statement in the By-Laws 1.0 mirrors the UW-Stout Plan 2008 goal to: Recruit, support and retain a
diverse faculty/staff who model best practices in professional education. Website:
www.uwstout.edu/provost/diversity/plan2008.pdf
Faculty and Academic Staff Handbook: All policies regarding faculty and academic staff hiring,
retention, tenure, promotion (3-117), and dismissal are to be found in the UW-Stout Unclassified
Handbook. This handbook may be found at: www.uwstout.edu/hr/unclass_handbk and the School of
Education By-Laws: www.uwstout.edu/soe/soeprofile/soe_bylaws.6.14.pdf See Appendix D for SOE
By-Laws.
School Promotion Policy: The School of Education Promotion Policy follows the UWS Handbook
policies for promotion, retention and tenure. In the 2003-4 academic year, 1 SOE faculty was promoted
to associate professor and 1 SOE faculty was promoted to full professor. These promotions are
effective July 1, 2004 for the academic year 2004-05. Two faculty were tenured in the new School of
Education during the academic year 2003-04. Website for UWS Handbook:
www.uwstout.edu/hr/unclass_handbk
University Work Load Policy: The University of Wisconsin System Faculty Educational Workload
Policy recognizes the full array of educational responsibilities assigned to faculty, as well as reasonable
variation among institutions with differing missions and programs. It also responds to recent concerns
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regarding: (1) involvement of faculty with undergraduate education, (2) regular oversight by the Board
of Regents of educational workload trends, (3) variations of educational workload among institutions
with similar missions, and (4) documentation of the full range of faculty activities. See UWS
Handbook, Section (3-105). www.uwstout.edu/hr/unclass_handbk
The faculty workload distribution at UW-Stout is based upon the following criteria/guidelines. Faculty
members are professional total effort employees who work on university related activities in the areas
of instruction, scholarly activities, professional service/development and academic advisement. As
required by the state, a 40-hour workweek is designated for purposes of reporting sick leave. Full time
teaching faculty members are expected to be available a minimum average of 20 designated hours per
week in activities resulting in direct contact with students. Full time teaching faculty members are
expected to teach no more than 24 credits of regularly scheduled instruction per academic school year
(suggested 12 credits per semester). The number of credits each faculty member is assigned to instruct
is based upon implementation guidelines determined by each school/department.
In addition to activities resulting in direct contact with students, instructional faculty members shall
engage in other instructional activities such as: class/laboratory preparation, grading, text book review
and selection, professional development, and curriculum and program review/development. The
amount of time each faculty member devotes to these instructional related activities directly affects the
amount of time available for scholarly activity/research and service. Each faculty member is
expected to be actively involved in some scholarly/research activity each academic year. Each
faculty member is expected to be actively involved in professional service each academic year.
School of Education Workload Policy: The School of Education workload policy follows the UWStout Faculty and Handbook Policy as stated above. A full-time workload of faculty in the SOE is 12
cr. Per semester. For academic staff, a full-time workload is 15 cr. per semester. Committee work is not
required of full-time academic staff members. Program Directors receive 25% release time or 3 cr. per
semester to assume program direction responsibilities.
Graduate Faculty Workload Policy: All faculty adhere to the UWS workload policy, but graduate
faculty also have theses release time. Completion of advising 5 theses yields 2 cr. of release time.
Faculty and Academic Staff Professional Development Activities: SOE faculty and academic staff
professional developmental activities are diverse and numerous. They fall into categories of
conference presentations (local to international), professional association work, publishing, grant
projects, collaborative research, creative work, and other professional development related to the
disciplines. These activities were supported by both internal and external grant sources. To view UWStout and UW-System grant funding sources, see website:
http://www.uwstout.edu/solutions/rs/funding.html#grants
Professional Development Activities of SOE Faculty and Staff 2003-04
For complete listing of all faculty and staff professional development activities, see Appendix F.
1.3 Adequate Facilities, Technology, Instructional Resources, and Support Including an
Instructional Resources Center
The School of Education faculty and staff currently teach classes in numerous locations across campus
that include Home Economics, Art and Design, Vocational Rehabilitation, and the College of
Technology, Engineering and Manufacturing. For general education courses, teacher education
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students take courses in locations all over campus. Classrooms across campus vary in technology
access (internet, computer monitor, screen). However, sixty-nine of UW-Stout’s 94 generally assigned
classrooms (73%) are meditated classrooms. For a complete list of classrooms see:
http://www.uwstout.edu/solutions/lts/classrooms-av.pdf
UW-Stout Computer Labs: There are 9 computing laboratories at UW-Stout that are available to all
currently enrolled students as well as numerous labs in the residence halls. For a complete list see
website: http://tis.uwstout.edu/tn/complabs/
Technology Support for Students: The Laptop Initiative: In Fall 2000, the Faculty
Senate put forth and unanimously passed the following resolution:
"The Faculty Senate of the University of Wisconsin-Stout supports the initiative to transition
the campus to a digital environment for every student, staff, and faculty member. Furthermore,
the Senate encourages all members of the University to assist in ensuring that infrastructures
for such a digital environment are in place prior to implementation. "
In the fall of 2002, all freshmen students were required to purchase either an Apple Macintosh laptop
or a Windows-based laptop. Website: http://www.uwstout.edu/laptop/overview.html
Laptop Criteria: Laptops are distributed to first-year freshman and to transfer students with 60 or few
credits as part of tuition package. Laptop distribution is arranged by freshman vs. transfer, on-campus
and off-campus students, and platforms (PC vs. Mac). Faculty and staff receive a new laptop on a 3year cycle.
Website: http://www.uwstout.edu/laptop/faq.html
Laptop Training: When students receive their laptops in September, they will immediately attend
approximately four hours of laptop training sessions. These sessions will cover a variety of issues,
including computer care, connectivity, ethical use, security, networking and e-mail. Website:
http://www.uwstout.edu/ur/np/2002/fea_training.html
E-Scholar Portal: The E-Scholar portal can be accessed on the UW-Stout website with links to local
and campus news and activities, student life services, tech help, and Internet links. See the “E-Scholar”
link on www.uwstout.edu
Issues of Repair, Maintenance, and Assistance
Tech Help: UW-Stout’s Ask 5000 Help Desk offers fulltime technical support. Students are able to
report problems in person, over the phone, by e-mail or on the Web. Email: ask5000@uwstout.edu.
For help with technology related problems, accessing the UW-Stout website, Access Stout or student
websites students may log on to website: http://tis.uwstout.edu/tn/complabs/
Laptop Initiative Policies-Repair and Maintenance: Students have access to laptop repair and
maintenance. Computers are replaced on a 2-year cycle.
Website: http://www.uwstout.edu/laptop/faq.html
Technology Support/Resources for SOE Faculty and Academic Staff
Millennium Hall-Photography and Photography: Faculty and staff have access to the photography
studio and use of digital software and equipment. Computer-based multimedia production support is
available to help instructors assemble programs that may include text, graphic images, photographic
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images, video and sound. Laptops, digital cameras, LCD projectors, and video cameras are available
for faculty and staff checkout.
Website:http://www.uwstout.edu/solutions/lts/avequipment/index.html
Technical Training for Faculty/Staff: Faculty and staff can receive technical training and professional
development that includes laptop training, website development (WebCamp), and digital imaging and
photography (Nakatani Center). In addition, tutorial and handouts are available on-line for faculty and
staff on how to use course management tools.
http://www.uwstout.edu/solutions/lts/webid/tutorials.html
Resources for Faculty and Instructional Staff: Through the UW-Stout website, faculty/staff can link to
resources created around subjects. Website: http://www.uwstout.edu/lib/subjects/compsoft.htm
Distance Education Facilities: The Millennium Hall facility includes a television studio, distance
education classrooms and university computer systems for distance education teaching and learning.
Website: http://www.uwstout.edu/solutions/lts/millennium.html
Lessons Learned: Lessons Learned is an outreach program that allows instructors to share their
teaching practices and ideas during informal discussions. The full Lessons Learned schedule is on the
Web at http://www.uwstout.edu/english/stoutteachnet/.
Nakatani Center: The Nakatani Associates program supports instructors who have expertise in areas of
learning technologies to share that knowledge with their colleagues. Three associates from each of the
three colleges are appointed to serve two-year terms. Each associate is implementing a plan to impart
their knowledge through group activities, presentations, and workshops. Website:
www.lts.uwstout.edu/nakatani
Description of Instructional Resources for Teacher Education Faculty, Staff and Students
The Library Learning Center (LLC): The Mission of the Library Learning Center (LLC) is to support
UW-Stout programs through the provision of information resources and services and to teach lifelong
learning skills. For complete report of library goals, facilities and collections, see Appendix G. For
library website: www.uwstout.edu/lib/
The Follett Bookstore: The Follett Bookstore is an independently operated bookstore within the
Memorial Student Center. While most of the faculty utilizes rental resources, many SOE faculty and
academic staff order books through this bookstore for student purchase. See:
www.uwstout.edu/ur/np/1999/feabook.html
1.4 Student Services: Advising, Materials, Support Services, Maintenance of Records,
Employment Services and Graduate Outcomes
Description of UW-Stout Academic Advising System: The goal of First-Year advising is to increase
retention of new freshman by providing an extended orientation program in their first year at UWStout. All new freshman entering UW-Stout are assigned to a First-Year Advisor who works with them
through the spring semester of their first year. The SOE first-year advisor meets with all pre-teacher
education majors and assists them with scheduling, college transition issues. She works closely with
program directors to insure that accurate information is being communicated to the students. See:
www.uwstout.edu/parents/advising.shtml
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Student Records: Description of DARS (Degree Audit Reports): A degree audit is a computerized
system that analyzes a student’s academic record and assists the student and his/her advisor in what
course work is needed to satisfy degree requirements in a specific major. The degree audit is organized
by categories, such as, general education courses, courses in the major, and other courses. The DARS
report also indicates credits earned, overall GPA, and remaining credits and other program
requirements needed. SOE students can log on to the UW-Stout website (Access Stout) and use their
username and password to retrieve a copy of their DARS report. They are expected to bring this report
with them to all advising sessions. Website: http://www.uwstout.edu/regrec/records.html (Registrar)
Support Services Available to Students
Materials: Web links to program materials from the School of Education website:
http://www.uwstout.edu/soe/soeprofile/siteindex.shtml
Student Services: This division is comprised of Advisement Center, ASPIRE, Disability Services,
Dean of Students Office, Educational Talent Search, Multicultural Services, Placement and Co-op
Services, and the University Counseling Center.
Website: www.uwstout.edu/stusrv/
International Programs: The UW-Stout International Programs Office assists students in studying
abroad SOE students have many options to study in any one of 25 study abroad programs throughout
Europe, Australia, Asia, and Mexico. A popular study abroad program is the Wisconsin-in-Scotland
program in Edinburgh, Scotland. Website: www.uwstout.edu/intl
Student Life Services (SLS): The student life services offers students services in the areas of dining,
housing and residence life, athletics, recreation, security, police and parking services, student health
services and extracurricular activities at the Memorial Student Center.
Website: http://www.uwstout.edu/stulife/
Maintenance of Records: The Office of the Registrar maintains all records of students and generates
the Degree Audit Report for students (DAR) and official transcripts. The Office of the Dean of the
School of Education maintains student records and documents related to student teaching placement
and licensure. Website: http://www.uwstout.edu/regrec/records.html (Registrar)
Budget, Planning and Analysis Office: This office compiles data and reports on sources of university
funding, fiscal year expenditures, budgets, enrollment and targets over time, capital projects, and
special funds projects. Website: www.uwstout.edu/bpa
Employment Services: The Placement and Co-op Services are available for all UW-Stout students and
alumni. Services include internet registration, campus recruitment, major related resume books and
position postings, information about teacher recruitment fairs, career conferences, workshops, and oneon-one counseling. Website: www.uwstout.edu/careers/
SOE Graduate Outcomes: The following are the placement rates for 2003-04: Art Education: 100%;
Early Childhood: 98%; Family and Consumer Sciences Education: 100%; Marketing and Business
Education: 95%; Special Education: 100%; Technology Education: 100%. Average Beginning Salary:
$28,500. Source: Office of Career Placement.
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1.5. Student Recruitment, Admission and Retention
University Recruitment: The Admissions Office at the University of WI-Stout engages in a variety of
recruit efforts each year. These include on-campus recruitment efforts, off-campus recruitment efforts,
and a series of direct mailings to students as part of our pre- and post-application follow-up. The oncampus visitation program includes individual visits by prospective students and their families, eight
Campus Preview Days, and a number of special group visits are arranged for individual high school
groups, Upward Bound groups, Pre-College groups, and other constituencies. They also host the UW
System Counselor Update each fall that brings 100 guidance counselors to the campus. In addition,
they arrange campus visits for a number of middle school and junior high school groups during the
academic year. UW-Stout averages 3000 campus visitors a year. The off-campus efforts include
individual high school visits in WI, MN, and northeastern IL. They attend two National College Fairs
in the fall and 21 Wisconsin Education Fairs in WI and 10 Education Fairs in MN. In addition to these
activities, they visit approximately 25 high schools in the spring targeting high school juniors.
Multicultural recruitment is done in conjunction with the Multicultural Student Services staff. This
includes visits to high schools with high minority enrollment, attendance an ethnic specific college
day/night programs. Website: http://www.uwstout.edu/admissions
University Scholarships: The University offers merit scholarships, E-scholar scholarships and
scholarships through the Stout Foundation. For more information see:
Website: http://www.uwstout.edu/admissions/scholar.html
School of Education scholarships can be found on the website:
www.uwstout.edu/foundation/scholarships_education.shtml
University Admissions Policy
To be accepted at UW-Stout, a student must: 1) Graduate in the top 50 percent of your class or
cumulative grade point average of at least 2.75 (on a 4.0 scale) for high schools that do not rank only,
or receive a composite score of 22 or greater on the ACT or 1030 or greater on the SAT (ACT
preferred); 2) Meet the high school unit requirements which include: 4 English credits - emphasizing
literature, composition and language. May include speech, 3 math credits (Algebra I and higher), 3
social science credits, 3 natural science credits (need not be lab science) and 4 elective credits (may be
from the areas above or foreign language, business, family/consumer education, art and design, and
computer application/programming). Website: http://www.uwstout.edu/admissions/admreq.shtml
SOE Student Enrollment by Diversity in 2003-04
See Appendix H. Data source: Office of Budget, Planning, and Analysis
Admissions Policy for SOE Teacher Education Programs
See websites: http://www.uwstout.edu/programs/soe_forms/transfer.shtml
http://www.uwstout.edu/soe/students/pre-ed.shtml
University Transfer Policy: Transfer students must declare a major on their application and forward
official transcripts from all post-secondary institutions to the Admissions Office. If, at the point of
applying, students have not completed a 2-year degree, it is also necessary to submit their final high
school transcripts. In order to be admitted in good standing students must have a grade point average of
2.5 or greater. Education major applicants must have a grade point average of 2.75 or greater. For
guidelines see:
http://www.uwstout.edu/provost/transege.html
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University Retention Rates: The retention rates for students who started in the fall of 2002 and were
retained in 2003 are as follows: University-wide: 72%; School of Education: 59.9% (students who
were retained in the same program where they started, fall 2002-2003). These rates are for
undergraduate students only. Data is not available at this time for graduate students or students who
started in the fall of 2003. This data will be available in the fall of 2004 after the semester begins.
Source: Office of Budget, Planning, and Analysis.
Programs and Support for Retention: School of Education students are assigned an advisor in the
spring semester of their first year for advising. Advisors include area faculty and program directors.
Two full days of the academic year are reserved for advisement for all UW-Stout students in early fall
and early spring before registration begins. Students are required to meet with their advisor, plan a
semester schedule, and discuss any concerns. These advisement meetings are important for both the
student and the advisor to monitor student progress and identify any areas for improvement to ensure
good academic standing. School of Education Program Directors and full-time faculty advise students.
Students are distributed as evenly as possible between area faculty. Academic Staff who teach 15 cr.
do not advise students.
Freshman Registration: During freshman registration, SOE program directors meet with new students
and their families in breakout sessions. SOE program directors meet with new students to discuss
specific program requirements, SOE requirements, the required PPST and content exams, and the eportfolio requirement, and answer other questions. It is an opportunity to establish student/advisor
relationships, assist the students in their transition to UW-Stout, and to communicate academic
expectations and responsibilities.
ASPIRE: This is a federally funded program that provides enhanced academic support for firstgeneration, low-income, and/or disabled students for the purpose of increasing their retention and
graduation rates. The first-to-second year retention rate of students in the program was 79% in 200203.Website: www.uwstout.edu/aspire
Freshman Orientation and Convocation: New student orientation occurs in the six-day period prior to
the beginning of classes in the fall and spring semesters yearly. Orientation consists of the following
activities: Laptop Deployment, Into the Book discussion groups, and Meet your First-Year Advisor.
Meet Your Advisor: Meet Your Advisor was also inaugurated in summer of 2003. Each advisor met
with their students by major on the day before classes to review add/drop policies and to develop the
student-advisor relationship.
Convocation: Convocation is a welcoming ceremony that takes place at the beginning of fall semester.
It began in 2003 as a way to recognize new students (freshman and transfer) into the UW-Stout
learning community. The ceremony is a chance for the university community to highlight how Stout is
a unique institution with a special mission and to stress how a university education is an important part
of a person's life. Website: http://www.uwstout.edu/ur/np/1999/feaconvocation.html
First-Year Block Scheduling: First-year block scheduling is being implemented campus-wide for all
students beginning in fall, 2004. The purpose of block scheduling is to better meet class needs, assist
students in graduating in a timely fashion, manage resources, and to foster a learning community
among freshman. All program directors identified courses for block scheduling. In the SOE teacher
education programs, general education and beginning courses in the discipline were identified. See
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Appendix I for list of identified courses by the SOE program directors. Freshman are registered in
identified courses based on math and English test scores. See Appendix I.
1.6 The institution’s evidence of systemic, ongoing collaboration with employing schools and
school districts (school boards)
PK-16 Collaborations with School of Education Faculty 2003-04
Numerous PK-16 collaborations with SOE faculty through grants are listed on the website:
http://www.uwstout.edu/soe/soeprofile/grants.shtml
K-12 Clinical Placements
In 2003-04, SOE clinical placements included student teaching and internships in 350 school districts.
The following is data on the number of students who student taught and had internships during the
2003-04 year. See Appendix J.
Summary of Other Projects and Initiatives
SOE faculty and staff are engaged in numerous other projects and initiatives. See Appendix K.
Advisory Councils: Each program in the School of Education has an advisory council comprised of K12, CESA and technical college professionals. Websites:
http://www.uwstout.edu/soe/soeprofile/council.shtml--http://www.uwstout.edu/soe/soeprofile/200304Ugcommittees.pdf and http://www.uwstout.edu/soe/soeprofile/2003-04Grcommittees.pdf
All websites included in this document may be referred to in Appendix L.
2.0 The institution’s performance based, well defined, articulated and defensible conceptual
framework for the preparation of professional educators that incorporated the Wisconsin
Standards and includes the research base for program design and improvement:
Conceptual Framework of School of Education at University of Wisconsin-Stout
The conceptual framework of the School of Education is build upon the mission, vision, goals, values
and beliefs of the faculty and staff. The conceptual framework evolved from the pre-2003
organizational structure of the Professional Education Council and was further refined and operational
after education faculty and staff from the College of Arts and Sciences, College of Human
Development and College of Technology, Engineering and Management formed the School of
Education in July, 2003.
The mission of the School of Education at UW-Stout is:
“The School of Education Faculty and Staff will provide exemplary teaching, research and
service to ensure that graduates of the School become successful and effective leaders and
educators in their chosen professional discipline. “
The vision of the School of Education is:
“The School of Education faculty and staff have the vision of preparing educational leaders
who are reflective practitioners and bring diverse talents, perspectives and expertise to the
field.”
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The School of Education goals are:
1.
2.
3.
4.
Foster the development of educational leaders who are reflective in their practice.
Provide program curricula that incorporate diversity, research, theory and best practice.
Align program outcomes with state and national education standards.
Recruit, support and retain a diverse faculty/staff who model best practices in professional
education.
5. Advance educational scholarship and research at the university, local, state, national and
international levels.
6. Collaborate with PK-12 schools, universities, technical colleges, educational agencies,
professional associations, and communities to improve teaching and learning.
7. Engage in leadership and service to the university, local, state, national and international
professional organizations.
As a School of Education, we value:
“Excellence in teaching within high-quality, student centered undergraduate and graduate
education involving active learning and appropriate technology; therefore
we will:
• Model best practices
• Build upon a strong content background from the respective disciplines and subject areas.
• Foster the understanding of growth and development and of learning processes.
• Actively engage students in learning and assessment.
• Challenge each student’s thinking.
• Utilize appropriate technology.
Scholarship and Research within applied knowledge and general education; therefore we will:
• Conduct scholarly research.
• Mentor student research skills.
• Disseminate scholarship and research findings.
• Reward excellence in scholarship and research.
• Participate in professional scholarly organizations.
Collaborative Relationships with business, industry, education, community and government;
therefore, we will:
• Cultivate educational partnerships.
• Collaborate with industry, business, government, and professional organizations.
• Nurture collegial relationships with cooperating teachers and supervisors.
• Promote consistent, positive communication with internal and external audiences.
Growth and Development of students, faculty and staff through active participation in university
and professional communities; therefore, we will:
• Participate in service at the school and university levels.
• Engage in professional development.
• Provide leadership at local, state, national and international professional communities.
12
•
Support students with opportunities to engage in professional communities at the local,
state, national and international levels.
Diversity of people, ideas and experiences; therefore, we will:
• Value student and faculty diversity.
• Model respect for differences.
• Recruit and support a diverse student and faculty population.
• Require student experiences that address diversity.
Active Involvement in shared governance, consensus-building teamwork, open and effective
communication, and respectful, ethical behavior; therefore, we will:
• Model respectful and ethical behavior.
• Provide leadership.
• Promote open and effective communication.
• Collaborate with organizations to improve the quality of education.
• Participate in decision making that drives policy.
Beliefs
The University of Wisconsin-Stout’s conceptual framework for PreK-16 Professional Education
Program is based upon Danielson’s (1996) Reflective Practitioner Model. The Danielson framework
and the Wisconsin Standards are consistent with what we believe.
Within the University of Wisconsin-Stout professional education community, we believe that effective
professional education programs must be based upon shared beliefs about teaching, learning, schools
and education that guide program development and instruction from planning through assessment and
evaluation.
We believe that reflective practitioners in professional education contexts model best
practices by:
•
Building upon a strong content background in their respective disciplines.
•
Using knowledge of growth, development and learning processes.
•
Creating a positive learning environment that challenges student thinking.
•
Modeling respect for diversity of people, ideas and experiences.
•
Exhibiting excellence in teaching.
•
Actively engaging students in learning and assessment using appropriate
technology.
•
Building collaborative relationships within the school and with parents and the
community.
•
Engaging in reflection to improve teaching/professional practice.
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Literature and Research Basis of Beliefs
Educational literature and research which support our beliefs is briefly outlined in relation to each of
the School of Education beliefs. The relationship of the beliefs to our reflective practitioner conceptual
framework, Wisconsin Standards and professional dispositions of the School of Education follows.
•
Building upon a strong content background in their respective disciplines.
Professionals possess a specialized body of knowledge and skills (Schein, 1972). The historical roots
of UW-Stout’s first teacher education programs were in the vocational areas of technology education
(formerly manual arts and industrial arts) and family and consumer sciences education (formerly
domestic science and home economics) and began in 1908. Early childhood education (formerly
nursery and kindergarten) began in 1896, ended in 1909 and began again in 192l as a specialized
program based upon child development. Marketing and business education programs came at a later
date and are in keeping with UW-Stout’s strong vocational base. The special education program
developed as a result of the vocational rehabilitation program. Vocational education programs have
been outcome and performance based for many years. The knowledge and skills for these educational
fields of study are specialized.
When educators have a solid knowledge base, they are able to make these disciplines meaningful to
students. According to Stronge (2002), “…teachers with greater subject matter knowledge tend to ask
higher-level questions, involve students in the lessons, and allow more student-directed activities. “
(Stronge, 2002, p. 9). Educators can teach individual elements and related content by making
connections among them “…to the point that students can explain the information in their own words
and can use it appropriately in and out of school” (Brophy, 1992, p. 5). In a survey of over 1000
students between the ages of 13 and 17, the students indicated that the top characteristics of the best
teachers were: having knowledge of their subjects, explaining things clearly, making class interesting,
spending time helping students and having a sense of humor (NASSP, 1997).
Shulman (1987) proposes that effective teachers have three kinds of knowledge: knowledge about the
subject matter they are teaching (content knowledge), knowledge of general instructional strategies
(pedagogical knowledge) and knowledge of specific strategies for teaching a particular subject matter
(pedagogical content knowledge). In other words, knowledge of subject matter, in combination with
understandings of how students learn the subject matter, combines to form what is called pedagogical
content knowledge. Pedagogical content knowledge is reflected in a teacher’s understanding of what
concepts are difficult for students to learn, the selection of appropriate instructional materials, and the
use of metaphors and analogies to help students make sense of a learning experience (Coble &
Koballa, 1996).
With knowledge expanding rapidly and the understanding of what constitutes effective educational
practices evolving, teachers must regularly update their subject matter knowledge and pedagogy.
Therefore, the School of Education professional disposition of preparedness relates to both subject
matter knowledge and pedagogy.
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•
Using knowledge of growth, development and learning processes.
Human development research indicates that development occurs in a relatively orderly sequence, with
later knowledge and skills building on those already acquired. There are relatively stable predictable
sequences of growth and change during childhood and adolescence (Case & Okamoto, 1996; Erikson,
1963; Piaget, 1952). By understanding how children learn and develop, educators can provide learning
opportunities that support children’s physical, emotional, intellectual, social, and personal development
(Bredekamp & Copple, 1997; Gardner, 1993; Silver, Strong & Perini, 2000).
•
Creating a positive learning environment that challenges student thinking
The classroom learning environment is affected by the classroom routines and the ways that teachers
and students talk with each other. When classroom expectations and social norms foster positive
dispositions such as willingness to persist in trying to solve difficult problems, students feel more
capable as learners. Creating a positive classroom climate that encourages thinking takes planning on
the teacher’s part. “Teachers who reflect about their own practices, value thinking, and emphasize
depth over breadth of coverage tend to have classrooms with a measurable climate of thoughtfulness”
(Onosko,1992, p. 40).
One way to engage students in the learning process and to challenge their thinking is to ask a variety of
higher level and probing questions so as to encourage application, analysis, problem solving and
practical reasoning. Asking challenging questions requires planning and practice. Stigler and
Stevenson (1991), in their work on Asian teachers “polishing” their lessons, made the following
observation that “in the United States, the purpose of a good question is to get an answer. In Japan
teachers pose questions to stimulate thought” (p. 12).
Another way to increase the student’s level of thinking is through mentoring. Teachers who view their
role as a mentor who guide the child’s participation, provide support for success from one level of
learning to the next. In this way the teacher facilitates a child’s capacity to reach his/her full potential.
Vygotsky (1978) calls the space between what a learner can do independently and what he or she can
do while participating with more capable others is the zone of proximal development. The effective
teacher is sensitive to students’ zone of development and provides appropriate independent, as well as
collaborative, activities to enhance learning (Berns, 2004). They provide assistance to fit the child’s
current level of performance. As competence increases, the teacher gradually and sensitively
withdraws support, turning over the responsibility to the child.
This process of the teacher giving feedback is called scaffolding. Hogan and Pressley (1997, p. 83)
describe this process further “A key role of the scaffolder is to summarize the progress that has been
made and point out behaviors that led to the successes, expecting that eventually students will learn to
monitor their own progress. One type of feedback is point out the distinction between the child’s
performance and the ideal. Another important type of feedback is attributing success to effort in order
to encourage academically supportive attributions. Explicitly restating the concept that has been
learned is another helpful form of feedback.”
•
_Modeling respect for diversity of people, ideas and experiences.
Children’s development is best understood within the sociocultural context of the family, educational
setting, community and broader society (Bronfenbrenner, 1979, 1993). These various contexts are
15
interrelated and all have an impact on the child. According to Bowman, “Rules of development are the
same for all children, but social contexts shape children’s development into different configurations
(Bowman, 1994, p. 220). Villegas (1991) noted, “It seems clear from the research that unless teachers
learn to integrate the cultural patterns of minority communities into their teaching, the failure of
schools to educate students from those communities will continue” (p. 32). Teachers need to
understand the influence of sociocultural contexts on children’s learning to create instructional
opportunities that are adapted to these diverse learners and to accept a variety of ways for children to
show their achievements (Gay, 2001; Lipsky & Gartner, 1996; Manning & Baruth, 2000; Wardle,
1996).
•
Exhibiting excellence in teaching.
Teacher credibility is essential according to Brookfield (1990). When he was interviewing students for
the book The Skillful Teacher (1990), he found that the teacher’s ability to make clear what it is that
she stands for, and why she believes this is important is a crucial factor in her credibility with students.
Several studies of effective middle level education have been done. According to McEwin &
Thomason (1989), effective middle grade practitioners have two strengths in tandem. “First, they have
a thorough knowledge of the developmental nature of early adolescents. Second, they have subject
matter and instructional expertise” McEwin & Thomason, 1989, p. 10). In a national survey of middle
school principals, assistant principals, and other school leadership team members, the top two skills
and characteristics of excellent middle school teachers were identified as “competence in adjusting
instruction to the varying skills of students” and “competence in developing positive relationships with
students in the classroom”. The next three most important skills and characteristics of excellent middle
school teachers were “competency in subject matter knowledge”, “competence in use of varied
developmentally appropriate methods of instruction”, and “competence in promoting student selfconcept” (Valentine, Clark, Irvin, Keefe & Melton, 1993).
The above studies on teacher excellence and credibility address the ability of excellent teachers to
integrate their knowledge, beliefs and actions. The view of teaching which is performance-based as
stated in the Interstate New Teacher Support and Assessment Consortium (INTASC) report suggests
“that teachers integrate their knowledge of subjects, students, the community and curriculum to create
a bridge between learning goals and learner’s lives” (INTASC, 1992). This view of teaching
emphasizes the kinds of knowledge and understandings teachers should be able to use in an integrated
fashion based on their analysis of goals and students. It is not the fragmenting and trivializing of
teacher knowledge and performance into minute behaviors (Darling-Hammond, 1999).
•
Actively engaging students in learning and assessment using appropriate technology.
Both knowledge and process is important in learning. A fundamental finding of cognitive research is
that knowledge enables new learning. Effective teaching and assessment begins by drawing out
students’ prior knowledge. Resnick and Klopfer (1989) stress thinking skills can not be developed
independent of content nor can cognitive skills be separated from motivation. Students who attribute
academic success to their own efforts are more likely to adapt “learning goals” which means they are
motivated by an increasing sense of mastery and by the desire to become competent.
Students with a learning orientation are more engaged in classes and school work, use more selfregulation, think about their thinking, and develop a deeper understanding of subject matter (Wittrock,
1986).
16
Transfer of learning depends upon the extent to which a student understands a concept.
Deep understanding is principled and supports transfer. “A close relationship exists between truly
understanding a concept and being able to transfer knowledge and use it in new situations” (Shepard,
2001, p. 1076).
Assessment is closely tied to student learning. Linn and Gronlund (2000, p. 31) define assessment as
“the full range of procedures used to gain information about student learning (observations, ratings of
performances or projects, paper-and –pencil tests) and the formulation of value judgments concerning
learning process.” Assessment procedures can contribute directly to improving student learning by
clarifying the intended learning outcome, providing short-term goals towards which to work, providing
feedback on the learning process, and providing information for overcoming learning difficulties and
for selecting future learning experiences.
Having clear criteria is important to student learning and assessment. Frederiksen and Collins (1989)
used the term to transparency to express the idea that students must have a clear understanding of the
criteria by which their work will be assessed. The features of excellent performance should be so
transparent that students can learn to evaluate their own work in the same way that their teachers
would. Furthermore, adept learners are able to take charge of their own learning using a variety of
self-monitoring processes (Brown, 1994).
•
Building collaborative relationships within the school and with parents and the
community.
According to Epstein (1995), children learn and develop in three influential contexts: family, school
and community. These three influential contexts need to be integrated into every facet of children’s
education and development.
Researchers have evidence for the positive effects of parent involvement on children, families, and
school when schools and parents continuously support and encourage the children’s learning and
development (Bronfenbrenner, 1979, 1993; Eccles & Harold, 1993; Epstein, 1987, 2001; Illinois State
Board of Education, 1993). Henderson and Berla (1994) reviewed and analyzed eighty-five studies
that documented the comprehensive benefits of parent involvement in children’s education. They
found (p. 160) “the most accurate predictor of a student’s achievement in school is not income or social
status but the extent to which the student’s family is able to:
1. Create a home environment that encourages learning,
2. Express high (but not unrealistic) expectations for their children’s achievement and future
careers, and
3. Become involved in their children’s education at school and in the community”.
When educators build relationships with the community, children and adolescents benefit (Berns,
2004). The community is a potential source of much learning and support (Epstein & Salinas, 2004).
Many schools have requirements for service learning. Part of the National School Goals 2000 reform
strategies is the commitment of communities to learning and business/school partnerships. Educators
and schools need to work collaboratively with community services including preventive services
(parks, recreation and education), supportive services (family and child services, referrals, child health
and welfare, etc.) and rehabilitative services (corrections, mental health, special needs).
17
•
Engaging in reflection to improve teaching/professional practice
Schon (1987) describes the importance of reflecting on our actions. Familiar patterns and routines
sometimes produce an unexpected result---a surprise--something fails to meet our expectations. “In an
attempt to preserve the constancy of our usual patterns of knowing-in-action, we may respond to
surprise by brushing it aside, selectively inattending to the signals that produce it. Or we may respond
to it by reflection” (p. 26)
There are two ways to reflect, according to Schon (1987). The first way is to reflect on action, thinking
about it in order to discover how our pattern or routine may have contributed to the unexpected
outcome. The second way is to pause in the midst of the action to make what Hannah Arendt (1971)
calls a “stop-and-think”: to reflect in action and reshape what we are doing in the present. Both ways
of reflecting are important for educators.
Brookfield (1995) contends that there are six reasons why critical reflection is important for educators.
These six reasons are:
1. It helps us take informed actions.
2. It helps us develop a rationale for practice.
3. It helps us avoid self-laceration. (The tendency for teachers who take their work seriously
to blame themselves if students are not learning.)
4. It grounds us emotionally. (It gives us a sense of stability rather than believing that things
happen as a result of chaos or chance)
5. It enlivens our classrooms. (Teachers who think out loud are likely to have interesting,
challenging discussions with students.)
6. It increases democratic trust.
Reflective practitioners are constantly asking themselves questions about their work.
Schon (1987) indicates that reflective practice is a kind of “reflective conversation” that involves the
educator, students, parents and other teachers. Educators need to understand that their actions take
place in a context where different participants may have different interpretations and understandings
(Reagan, Case & Brubacher, 2000).
Reflective Practitioner Framework, Wisconsin Standards and Dispositions
Our Reflective Practitioner conceptual framework provides a system for ensuring coherence among
curriculum, instruction, preclinical and clinical experiences and assessment across a student’s program.
Students have a rich background of courses in General Education and content from the College of Arts
and Sciences, the College of Human Development, and the College of Technology, Engineering and
Management. Our professional education faculty and staff who teach educational foundations courses
and major pedagogy courses provide advising, mentoring and supervision of preclinical and clinical
experiences. Our partners include those in schools and community agencies in which our teacher
education students observe and practice their emerging skills under professional supervision and
receive mentoring from the time of admission into the professional education program until their
program completion.
UW-Stout School of Education values and beliefs align well with Danielson’s research based
framework for professional practice (Danielson, 1996). This framework for teaching highlights the
importance of planning and preparation, classroom environment, excellence in instruction and
18
professional responsibilities. The process of being a reflective practitioner follows a framework for
teaching that includes four domains: a) planning and preparation, b) classroom environment, c)
instruction, and d) professional responsibilities (Danielson, 1996). These four domains have been
correlated with the knowledge, skills and dispositions that the Wisconsin Teacher Standards, the
Wisconsin Pupil Service Standards and the Wisconsin Administration Standards specify.
Our Reflective Practitioner Conceptual Framework is interpreted and applied in the various content
and specialty areas in accordance with their professional knowledge bases and standards. In keeping
with our School of Education goal to align undergraduate and graduate programs with state and
national standards, meeting the Wisconsin Standards for Teachers, Pupil Service and Administration is
essential.
The knowledge, skills and dispositions that UW-Stout professional education program candidates must
demonstrate to complete their program are highlighted in the following conceptual framework which
outlines the Danielson Framework for Teaching (1996) and its relationship to the Wisconsin Standards.
Domain I: Planning and Preparation from the Framework for Teaching includes comprehensive
understanding of the subject matter and content to be taught, understanding students’ development and
backgrounds, and designing instruction and assessment that meets their needs (Danielson, 1996).
These domain components align well our School of Education beliefs and Wisconsin Teacher
Standards 1: content knowledge, 2: development, 3: diverse learners, 7: planning instruction and 8:
assessment.
Domain II: Classroom Environment includes creating an environment of respect and rapport,
establishing a culture for learning, managing classroom procedures, managing student behavior and
organizing physical space. These domain components align well with our School of Education beliefs
and Wisconsin Teacher Standards 5: learning environment and 6: communication.
Domain III: Instruction includes communicating clearly and accurately, using questioning and
discussion techniques, engaging students in learning, providing feedback to students and demonstrating
flexibility and responsiveness. These domain components align well with our School of Education
beliefs and Wisconsin Teacher Standards 1: content knowledge, 4: instructional strategies, 6:
communication and 7: planning instruction.
Domain IV: Professional Responsibilities includes reflecting on teaching, maintaining accurate
records, communicating with families, contributing to the school and district, growing and developing
professionally, and showing professionalism. These domain components align well with our School of
Education beliefs and Wisconsin Teacher Standards 6: communication, 9: reflection and 10:
collaboration.
Professional Dispositions
Dispositions are embedded in the knowledge and skills expected of all student candidates in the above
domains, components and Wisconsin Teacher Standards. The faculty and staff of the School of
Education felt that it is important to assess candidate dispositions from freshmen courses through
student teaching. They modified the Dispositions of Teaching instrument created at St. Cloud State
University for use at the three transition points (Benchmarks I, II and III) (Davison, Davison-Jenkins
& Koeppen, 2004).
19
The School of Education assessment system identified the most important professional dispositions to
our School of Education programs which are:
•
Being prepared. Professional educators demonstrate preparedness for teaching and
classes (Adler, 1993; Bredekamp & Copple, 1997; Shulman, 1987; Willis &
Mehlinger, 1996).
•
Continuously learning. Professional educators are continuously learning and
demonstrating curiosity, creativity and flexibility (Boyer, 1995; Schon, 1987).
•
Being respectful. Professional educators are responsible for creating and fostering a
respectful, tolerant and healthy environment for diverse learners in whatever context
they practice, as this is essential for student learning and development (Bredekamp &
Copple, 1997; Conro & Snow, 1986; Gay, 2001; Good & Brophy, 1994; Lynch &
Hanson, 1998; Olson & Wyatt, 2000; Turnbull, Turnbull, Shank & Shank, 2004).
•
Creating a positive climate. Professional educators create a positive climate for
learning. They view situations maturely, make appropriate adjustments to enhance
personal growth and learning and make adjustments that promote a positive learning
environment (Bredekamp & Copple, 1997; Katz & McClellan, 1997; Slavin, 1991).
•
Being a thoughtful and responsive listener. Professional educators are thoughtful and
responsive listeners who respond to others’ insight and concerns (Bredekamp, &
Copple, 1997; Onosko, 1992; van Manen, 1991;.
•
Being reflective. Professional educators are reflective and engage in self-appraisal
(Adler, 1993; Brookfield 1990, 1995; Schon, 1987) and use feedback from students,
supervisors, mentors and peers to improve their practice (Goethals & Howard, 2000;
Oliva, 1992).
•
Being cooperative and collaborative. Professional educators are cooperative and
collaborative with others (Berns, 2004; Bronfenbrenner, 1979, 1993; Patrick &
Reinhartz, 1999; Reilly, 2003).
See Appendix M – References for Conceptual Framework.
2.1 The institution’s research based assessment system used to evaluate candidate
quality as measured against the Wisconsin Teacher, Administrator and Pupil
Services Standards and how the assessments are used to evaluate and improve
programs.
The assessment system for the teacher education programs at UW-Stout is grounded in the
professional and research literature dealing with the reflective practitioner, leadership, portfolio
development and performance-based assessment. A comprehensive narrative with an extensive
bibliography based on this research literature is part of our review evidence. The assessment
system is intended to address candidates’ progress in their development toward becoming a
reflective practitioner who is a quality teacher, pupil service educator or administrator.
20
The conceptual framework is based on the Danielson Domains related to 1) Planning and
Preparation, 2) the Classroom Environment, 3) Instruction, and 4) Professional Responsibilities.
These domains and components have been linked with the Wisconsin Teacher Standards to form
the structure of the prestudent teaching and student teaching assessment. As candidates exit the
program, they will be able to independently reflect upon their own practice and modify their
teaching, pupil service or administrative practices accordingly.
Assessment System
A variety of types of assessment are used within the UW-Stout School of Education assessment
system to measure the knowledge, skills and dispositions associated with the Danielson
framework, Wisconsin Teacher Standards and the School of Education’s own dispositions. These
types of assessment have been partially implemented in 2003-04 and will be fully implemented in
fall 2004. The nine types of assessment are:
• Standardized tests (PPST and Praxis II Content tests),
• Instructor assessment in individual courses (artifacts, exams, papers, etc),
• Prestudent teaching and student teaching evaluations,
• Candidate interview ratings at Benchmark I and II,
• Disposition assessments of candidates for Benchmarks I, II and III,
• Reflection assessments on candidate artifacts by instructors and cooperating teachers
during student teaching,
• Assessment of the portfolios at Benchmarks I, II and III,
• Program assessments—university annual and seven year reviews, and
• Follow-up assessments---senior exit, alumni and employer.
These assessments are developmental and include multiple measures of communication skills,
human relations and professional dispositions, content knowledge, pedagogical knowledge and
teaching performance.
First, students must meet the university admission requirements. Acceptance into the University
of Wisconsin-Stout requires that students are a graduate in the top 50 % of their class or have
attained a cumulative grade point average of at least 2.75 (on a 4.0 scale) for high schools that do
not rank only, or receive a composite score of 22 or greater on the ACT or 1030 or greater on the
SAT.
Standardized tests are utilized at two different points in the teacher education program.
Candidates must pass the PPST to be admitted to the School of Education as part of the
requirements for Benchmark I. The Praxis II content test must be passed at Benchmark II so that
candidates can become eligible for student teaching.
Knowledge, skills and dispositions are assessed throughout a candidate’s program in each required
education course and the prestudent teaching and student teaching experiences. Artifacts from
these courses and experiences will be evidences of each candidate’s knowledge, skills and
dispositions. Disposition ratings of candidates will be administered at points throughout the
program. These data are used for assessment and evaluation of each candidate, each program and
of the unit as a total. See Appendix N for disposition rubric.
http://www.uwstout.edu/soe/students/dispositionsofteachingsu2004.pdf
The School of Education faculty and staff require candidates to write reflection papers on artifacts
that are produced in each class and field experience (prestudent teaching and student teaching).
21
Through this assessment process, candidates relate their artifacts to the domains, components and
Wisconsin Teacher Standards. This reflection paper also addresses the intended learning from
creating the artifact as well as unanticipated/unintended learning. Instructors and the student
teaching cooperating teachers rate these reflections and give feedback to the candidate. See
Appendix D for reflection rubric.
http://www.uwstout.edu/soe/students/forms/reflection.pdf
The prestudent teaching assessment and student teaching final assessment forms are based upon
the domains and their components and Wisconsin Teacher Standards and related to the SOE
conceptual framework. These forms are completed by the cooperating teachers in the prestudent
teaching and student teaching experiences. See Appendix P for Prestudent teaching forms.
http://www.uwstout.edu/soe/students/forms/prestudentcoopassess.pdf
See Appendix Q for Student Teaching Final Assessment Forms.
http://www.uwstout.edu/soe/students/forms.shtml#stu
Beginning in fall, 2004 candidates will be interviewed as part of the Benchmark I and II
assessments. Faculty and staff will interview students using the questions and assessment rubrics
to make their recommendations as to whether the student meets the requirements of the interview
for the appropriate benchmark. Starting with fall, 2004 portfolios will be reviewed by the faculty
and staff at Benchmarks I, II and III.
See Appendix R Benchmark I: Interview Rubric.
http://www.uwstout.edu/soe/students/forms/studentrubricinterviewbmark1.pdf
See Appendix S Benchmark I: Portfolio Assessment Rubric.
http://www.uwstout.edu/soe/students/forms/portfolioassessmentbenchmark1.pdf
See Appendix T Benchmark II: Interview Rubric.
http://www.uwstout.edu/soe/students/forms/studentinterviewbmark2.pdf
See Appendix U Benchmark II: Portfolio Assessment Rubric.
http://www.uwstout.edu/soe/students/forms/portfolioassessmentbenchmark2.pdf
See Appendix V Benchmark III: Portfolio Assessment Rubric.
http://www.uwstout.edu/soe/students/forms/portfolioassessmentbenchmark3.pdf
All candidate assessment data are returned to the program directors and their program advisory
committees. Program advisory committees are composed of UW-Stout faculty and staff, student
representatives and PreK-12 teachers, administrators and counselors. They consider this data and
make recommendations to the program directors for curricular change, improvement, and/or
enrichment.
The complete assessment system is being pilot tested during 2004-2005. Therefore, the feedback
loop for change as a result of assessment at the benchmarks has not been possible. When data
have been collected, then the courses, field experiences and programs will be modified to improve
program quality as needed.
Program Assessment. The University of Wisconsin-Stout School of Education assessment system
includes program and student assessment. Each program director is responsible for an annual
assessment report for their respective program. Thus, there are six undergraduate teaching
assessment reports: http://www.uwstout.edu/soe/soeprofile/programassess.shtml
• Art Education,
• Early Childhood Education,
22
• Family and Consumer Sciences Education,
• Marketing and Business Education,
• Special Education,
• Technology Education,
And the following graduate program assessment reports:
• Career and Technical Education,
• School Counseling,
• School Psychology,
• Education, and
• Industrial/Technology Education.
Each undergraduate and graduate program requires that students provide a portfolio of evidence
that demonstrates proficiency in the Wisconsin Standards at a level appropriate for a beginning
teacher/administrator/pupil services staff.
The University of Wisconsin-Stout has a university-wide program review cycle of seven years at
which time each undergraduate and graduate program is reviewed by the university Program
Review Committee. At this time the program is thoroughly reviewed with data gathered from
students in the program, graduates of the program, employers of graduates of the program, faculty
and staff who teach in the program, and the program advisory committee made up of faculty and
staff, student representatives, graduates of the program, PreK-12 teachers and other school
personnel. Recommendations are made to the program director and dean for the improvement of
the program. The most recent university Program Review Committee (PRC) review reports are
listed below for the undergraduate and graduate professional education programs.
Undergraduate PRC review reports (available on site)
• Art Education
• Early Childhood Education
• Family and Consumer Sciences Education
• Marketing and Business Education
• Special Education
• Technology Education
Graduate PRC review reports (Available on site)
• Career and Technical Education
• Education
• Industrial/Technology Education
• School Counseling
• School Psychology
2.1.1
Measurable program-wide performance tasks (KSD’s) described under
All standards, with a discrete set of performance tasks under standard 1
(content knowledge) and other unique ksd’s under standards applicable
to each professional program.
UW-Stout has grounded our School of Education teacher education programs in performance tasks as
outlined by the domains and components of the Danielson framework and the Wisconsin Standards.
The research based framework “Enhancing Professional Practice: A Framework for Teaching”
23
(Danielson, 1996) was adopted unanimously by a vote by the university wide Professional Education
Committee on November 8, 1999. The Professional Education Committee was chaired by the
Associate Dean of the College of Human Development and made up of undergraduate and graduate
teacher education program directors and department chairs who were housed in three different
colleges: College of Arts and Science, College of Engineering, Technology and Management and the
College of Human Development and members of the Office of Teacher Education. This university
structure preceded the formation of the School of Education in July, 2003.
The disposition assessment rubric was adapted in April, 2004 by the SOE faculty and staff upon the
recommendation of the SOE Assessment Committee. The SOE Assessment Committee is made up of
selected representatives from the various SOE programs. The UW-Stout SOE knowledge, skills and
dispositions appear in Appendix W – Knowledge, Skills and Dispositions.
The UW-Stout SOE knowledge, skills and dispositions also appears online at:
http://www.uwstout.edu/soe/students/KnowledgeSkillsDispositions.pdf
General education courses are taken primarily during the freshman and sophomore years especially in
the Early Childhood Education and Special Education programs. Although candidates in the
Marketing and Business Education, Technology Education and Family and Consumer Sciences
Education programs may be taking some of these classes during their junior and senior years. The
UW-Stout General Education requirements for all undergraduate students include seven categories:
Communication skills, analytic reasoning skills, natural sciences, humanities and fine arts, social and
behavioral sciences, health enhancement and physical well-being, and technology. The credit hour
requirements for general education courses in all undergraduate programs meet or exceed the minimum
required by UW-Stout curriculum policy. http://www.uwstout.edu/provost/gened
2.1.2
2.1.3
2.1.4
Implementation and evaluation of student portfolios that provide evidence
of success in the Wisconsin Standards.
And
Assessments conducted for 1) entry, 2) foundations, 3) Prestudent
teaching/practicum/internship, 4) Student teaching/Practicum/Internship,
5) Program Completion
And
All assessments are developmental, multiple and measurable over time; and identify
levels of proficiency or other benchmarks that demonstrate student success.
Teacher Education Portfolio System
The School of Education teacher certification portfolio system is based upon three benchmarks.
Candidates must attain each benchmark before progressing to the next level. To successfully complete
student teaching and graduate, each benchmark requirement must be successfully attained. See for the
University Wide Teacher Education Performance Based Assessment Requirements Checklist in
Appendix X. (http://www.uwstout.edu/soe/soeprofile/checklistbrochure.pdf) In summary,
• Benchmark I is acceptance into the School of Education and the Prestudent Teaching
Experience. This occurs after the student has completed 40 credits and met the admittance
requirements.
http://www.uwstout.edu/soe/students/requirements-benchI.shtml
• Benchmark II is admission to student teaching. This occurs just before the last semester prior
to student teaching.
24
http://www.uwstout.edu/soe/students/requirements-benchII.shtml
•
Benchmark III is program completion.
http://www.uwstout.edu/soe/students/requirements-benchIII.shtml
Benchmark I: Acceptance into Teacher Education and Prestudent Teaching Experiences
Currently, pre-education candidates are introduced to the portfolios, WTS and Danielson framework of
teaching in each of the required undergraduate introduction to the major courses (ARTED108, ECE
100, FCSE 101, MEBE 101, SPED 300, and TECED 160) and in
EDUC 326: Foundations of Education. During the introduction to the major classes, students create a
resume for inclusion in the portfolio. The introduction to the major courses will be where the student
demonstrates knowledge and understanding of technology. In EDUC 326: Foundations of Education,
students write a philosophy of education for the portfolio and a reflection to be included in their
portfolio. The graded artifact rubric and reflection level rating by the instructor will be included in the
electronic portfolio. The instructors of each of these courses will complete a rating for each student
based on the UW-Stout SOE dispositions. In addition, students will include artifacts from their subject
matter, content and/or pedagogical courses with the graded rubric from that course.
For Benchmark I, Acceptance to Teacher Education Program and Prestudent Teaching Experiences,
students will also need to meet provide evidence of the following:
• Completion of 40 credits hours,
• 2.75 or greater GPA,
• Passed background check,
• Passed the Pre-Professional Skills Test (PPST),
• “C” or better in English and Speech requirements,
• Demonstrated proficiency in use of technology, and
• Satisfactorily completion of Benchmark I: Portfolio Assessment Rubric
http://www.uwstout.edu/soe/students/forms/portfolioassessmentbenchmark1.pdf
o Satisfactorily completed Philosophy of Education for electronic portfolio,
o Satisfactorily completed resume for electronic portfolio,
o Satisfactory rating on dispositions assessment by faculty,
o Satisfactorily completed artifacts and reflection evidences for electronic
portfolio, and
o Satisfactory rating on Student Interview I.
(http://www.uwstout.edu/soe/students/forms/studentrubricinterviewbmark1.pdf)
Benchmark II: Admission to Student Teaching
Once candidates are accepted into the School of Education, they take required education courses for
their major and begin their prestudent teaching experiences. All candidates are required to take EDUC
303 Educational Psychology, EDUC 336 Multiculturalism, and EDUC 380 Reading and Language
Arts: Elementary or EDUC 382 Secondary Reading and Language Arts. Several programs require
EDUC 415 Classroom Management while others have a major course or portion of a major course
devoted to classroom management and conflict resolution knowledge and understanding. Students also
enroll in their major methods, curriculum and assessment courses. In each of these required education
and major courses students create at least one artifact for their electronic portfolio. This artifact, the
graded artifact rubric, the written reflection, and the artifact reflection rubric rating are included in the
electronic portfolio. .
http://www.uwstout.edu/soe/students/forms/portfolioassessmentbenchmark2.pdf
25
A prestudent teaching experience of 50 hours working with diverse students in a variety of educational
settings is required of all SOE candidates. This is provided through the course EDUC 376 Field
Experience: Cross Cultural. All candidates obtain prestudent teaching experience through a variety of
developmentally appropriate experiences in courses in their majors. These courses include: ARTED
208 Preteaching Observation, ARTED 308 K-12 Art Ed. Theory, Methods and Practice, ECE 307
DAP: Preschool, ECE 309 DAP: Kindergarten, ECE 411 ECE Curriculum: Math, ECE 414 Language
Arts and Emergent Reading II: K and Primary, FCSE 201: Teaching Methods in FCSE, FCSE 341
Clinical Experiences in the Schools, MEBE 312 Pre-clinical, SPED 318 Introduction to Teaching &
Assessment, SPED 326 Practicum in Special Education, TECED 360 Field Experience & Seminar.
Forms can be found on the SOE website. http://www.uwstout.edu/soe/students/forms.shtml
The prestudent teaching final evaluation is based upon the appropriate domains and components and
the appropriate Wisconsin Teacher Standards. The prestudent teaching final evaluation is based upon
developing and piloting the assessment device with a group of cooperating teachers from near by
schools who had worked with UW-Stout students in pre-clinicals for a number of years. Over a three
year period beginning in May, 2001, this prestudent teacher assessment device was developed and
modified to be what cooperating teachers could realistically observe with our prestudent teachers. Two
prestudent teaching final assessments from cooperating teachers are required to be included in the
electronic portfolio. http://www.uwstout.edu/soe/students/forms/prestudentcoopassess.pdf
Candidates need to include subject matter/content artifacts and graded rubrics that demonstrate their
knowledge and understanding of the required content areas for their major.
Candidates will align their artifacts with the domains/components and the 10 Wisconsin Teacher
standards on the artifact summary forms. See Appendix Y – Alignment Summary – Wisconsin Teacher
Standards; Alignment Summary – Domains/Components.
http://www.uwstout.edu/soe/students/forms/teacheralign.pdf
An updated resume and philosophy of education is required for student teaching. The updated resume
should include the prestudent teaching experiences, professional involvement and related work
experiences. The updated philosophy of education should be related to the Wisconsin Teacher
Standards.
At Benchmark II, human relations and professional disposition ratings are required for each candidate
from two major curriculum or methods course instructors.
Each candidate is also interviewed and rated by faculty and staff at Benchmark II. Their understanding
of what it means to be a reflective practitioner, the Wisconsin Teacher Standards, and the domains and
components of teaching are rated in this interview.
http://www.uwstout.edu/soe/students/forms/portfolioassessmentbenchmark2.pdf
For Benchmark II: Admission to Student Teaching, School of Education, candidates will need to meet
the following requirements:
• Completed Request for Student Teaching Placement form by October 15th if planning to
student teach the first semester of the following academic year and no later than February 15th
if planning to student teach the second semester of the following academic year,
• 2.75 or greater GPA by October 15th for spring semester student teaching placement and
26
•
•
•
•
by February 15th for fall semester student teaching placement,
Passed content test,
Passed updated background check,
Completed satisfactory TB test, and
Satisfactory completion of Benchmark II: Portfolio Assessment Rubric
o Satisfactory rating on inclusion artifact assessment,
o Satisfactory rating on multicultural artifact assessment,
o Satisfactory rating on reading artifact assessment,
o Satisfactory rating on classroom management/conflict resolution artifact assessment,
o Satisfactory rating on disposition assessment by faculty,
o Satisfactory rating on prestudent teaching assessments,
o Satisfactorily completed artifacts and reflections that illustrate competency in the four
domains of teaching and 10 Wisconsin Teacher Standards (Must address a minimum of
6 Wisconsin Teacher Standards within three domains),
o Satisfactory rating on Student Interview II prior to student teaching placement.
Benchmark III
Artifacts developed during student teaching and samples of pupil work that result from the lessons and
units taught are to be included as part of the electronic portfolio. Student teachers also write reflections
on these artifacts and cooperating teachers rate these reflections. The artifacts, reflections and
reflection ratings are all included in the portfolio.
http://www.uwstout.edu/soe/students/forms/portfolioassessmentbenchmark3.pdf
Each candidate needs to complete the alignment summary for the 10 Wisconsin Teacher Standards and
the domains/components. All artifacts need to be appropriately aligned and the reflection ratings must
be at the emerging level or better.
Final student teaching assessment and recommendations are also included in the portfolio. These
assessments are based upon the 10 Wisconsin Teacher Standards and the domains and components.
The cooperating teachers are required to complete a disposition rating on the student teachers/interns.
Each student must have two completed disposition ratings, one from each cooperating teacher during
nine week placements. If the student teacher is in a semester placement, the university supervisor will
also be required to complete the disposition rating.
For Benchmark III, Program Completion, School of Education, candidates will also need to meet the
following requirements:
• Satisfactorily completed electronic portfolio with artifacts and reflections illustrating
competency in the 10 Wisconsin Teacher Standards within the 4 Domains of Teaching,
• Satisfactory ratings on disposition assessments from cooperating teachers included in portfolio.
• Satisfactorily completed student teaching final assessments and cooperating teacher
recommendations included in portfolio.
Teaching Minors/Other Certifications
All teaching minors and certifications require a teaching major, a passing score on the content exam for
the minor or certification, portfolio evidence of competence in the Wisconsin Teacher Standards and
the minor or certification content field and student teaching experience. The teaching minors and
certifications include:
27
• Coaching,
• Economics,
• Health and Fitness Education,
• History Teaching,
• Mathematics Teaching,
• Speech Communication Teaching, and
• Traffic Safety Education.
Please note that both the Coaching and Traffic Safety Education minors do not require passing a
content test.
Other certifications include Early Childhood Special Education and Career and Technical Education
Coordinator currently known as the Local Vocational Education Coordinator (LVEC). The Early
Childhood Special Education certification would typically be an undergraduate majoring in Early
Childhood Education. Early Childhood Education majors can add this certification by meeting the
content requirements and student teaching at this level.
http://www.uwstout.edu/soe/academics/academic programs.shtml
The Career and Technical Education Program Coordinator (includes LVEC, School to Work and
Education for Employment) candidate at UW-Stout can meet this administrative certification
requirement in one of three ways.
1. Meet the content guidelines by taking eight courses which meet the six content guidelines in
terms of knowledge, skills and dispositions. Course outcomes would be assessed in a portfolio
using the UW-Stout SOE Framework.
2. Meet the content guidelines by submitting a portfolio based on experience. By having a variety
of experiences, a teacher or administrator could apply for a license by submitting a competency
profile to UW-Stout. The Competency Portfolio document would be used to assess artifacts
submitted for review by appropriate professionals at UW-Stout. Students submitting a
portfolio would be charged by UW-Stout for this assessment. Deficiencies noted will result in
taking a prescribed course (from the eight courses which meet the content guidelines).
3. Meet the content guidelines by enrolling in the M.S. in Career and Technical Education
program and complete the Career and Technical Education Program Coordinator
Concentration. By completing the prescribed courses in the concentration they would meet the
certification requirements for the Career and Technical Education Program Coordinator
license. Artifacts, reflections, reflection ratings and dispositions would all be assessed in a
similar manner to the benchmarking system described previously.
(See the Career and Technical Education Program Coordinator Certification and content
documents for more details.)
Pupil Services Benchmark System
The University of Wisconsin-Stout has three graduate programs which relate to pupil services: school
counseling (Guidance and Counseling M.S.) and school psychology (School Psychology, M.S.Ed. and
Ed.S.). The School of Education has adopted a Pupil Services Performance-Based Assessment System
to ensure that all pupil service candidates possess the knowledge, skills, and dispositions required for
successful careers in education. This assessment system establishes benchmarks at which all candidates
for pupil service certification will be assessed. In addition, all pupil services candidates will be
required to maintain a portfolio with evidence of meeting the content standards of each professional
28
(school counseling or school psychology). Both school counseling and school psychology have their
own benchmark systems as follows:
See Appendix Z. http://www.uwstout.edu/soe/soeprofile/pschecklist.pdf
School Counseling
Benchmark I: Acceptance into the Guidance and Counseling Program
• Earned bachelor’s degree
• Undergraduate GPA of 2.75 or greater
• Satisfactory scores on folio review rating scale
• Satisfactory scores on interview rating scale
• Passed Wisconsin background check
Benchmark II: Candidate review of progress at 24 credits
• Satisfactory scores on portfolio review rating scale
• Satisfactory scores on dispositions review rating scale
(>24 total score or satisfactory or above rating in each area)
Benchmark III: Pre-practicum review
• Satisfactory scores on dispositions review rating scale
(> 24 total score or satisfactory or above ratings in each area)
• “B” or better in all courses
• Completion of all course requirements
Benchmark IV: Final review
• Satisfactory scores on dispositions review for all probationary students
• Satisfactory scores on portfolio review rating scale
• Satisfactory completion of all degree/certification requirements
For Pupil Services Alignment Summary, Dispositions and Practicum Evaluation forms for
School Counseling see Appendix AA. http://www.uwstout.edu/soe/students/forms.shtml#ps
School Psychology
Benchmark I: Acceptance into School Psychology Program
• Earned bachelor’s degree (M.S.Ed. candidates)
• Earned master’s degree (Ed.S. candidates)
• Undergraduate GPA of 2.75 or greater (M.S.Ed. candidates) or
graduate GPA of 3.25 or greater (Ed.S. candidate)
• Satisfactory scores on folio review rating scale (M.S.Ed. candidates)
• Satisfactory scores on portfolio review rating scale (Ed.S. candidates)
• Satisfactory scores on interview rating scale (M.S.Ed. candidates)
• Passed Wisconsin background check (M.S.Ed. and Ed.S. candidates)
Benchmark II: After the 30+ credits and prior to School Psychology Field Practicums I
& II (SPSY 784 & 785)
• Satisfactory scores on portfolio review rating scale
• Satisfactory scores on dispositions review rating scale
• “B” or better in all courses
Benchmark III: After 60 credits prior to School Psychology Internship (SPSY 792)
• Satisfactory Field Practicum ratings (Developmental Appraisal Form and School
Psychology Evaluation Guide)
29
• Satisfactory scores on portfolio review rating scale
• “B” or better in all courses
Benchmark IV: After the School Psychology Internship
• Satisfactory internship ratings (Developmental Appraisal Form and School Psychology
Evaluation scores
• Submission of Praxis II scores
• Satisfactory completion of all certification/licensure requirements
For School Psychology forms including Pupil Services Alignment Summary, Dispositions and
Evaluation Guide, see Appendix BB. http://www.uwstout.edu/soe/students/forms.shtml#ps
2.1.5
Assessments are developed for:
A variety of types of assessment are used to evaluate these important areas---standardized tests,
instructor assessment in courses, assessment during prestudent teaching and student teaching by the
cooperating teacher, disposition ratings, interviews and portfolio reviews.
2.1.5.1 Communication skills
Candidates must pass the PPST prior to acceptance into the Teacher Education Program and Prestudent
Teaching Experiences. The PPST assesses written language competence and basic reading
comprehension skills.
Instructor assessment occurs in general education and professional courses. All candidates in
education majors must pass English 101 Freshman English--Comprehension and English 102
Freshman English—Reading and Related Writing with a grade of “C” or better. Candidates in all
education programs are also required to take SPCOM 100-Fundamentals of Speech. This course helps
candidates understand communication and also improve communication skills. Students write and
present speeches as well as critique the speeches of other class members.
Candidate interviews at Benchmark I and Benchmark II assess students’ ability to communicate
verbally.
Benchmark I: Interview Rubric http://www.uwstout.edu/soe/students/forms/studentrubricinterviewbmark1.pdf
Benchmark II: Interview Rubric –
http://www.uwstout.edu/soe/students/forms/studentinterviewbmark2.pdf
Communication, both verbal and written, is further developed throughout the professional sequence of
the different majors in education and major courses. Many courses require written papers and all
courses require at least one written artifact and reflection. Many courses require oral and visual
presentations as a component of the class.
Prestudent teaching and student teaching involves written and verbal communication. Prestudent
teaching cooperating teachers assess communications skills on the final evaluation form. During
student teaching, cooperating teachers evaluate communication skills on the weekly, 4 week, 8 week,
12 week and final student teaching evaluation forms.
30
Senior surveys and graduate follow-up surveys address verbal and written communication skills as part
of the EBI Education Student Exit Survey, EBI Teacher Education Alumni Survey and the UW-Stout
Undergraduate One Year and Three Year Follow-up of Graduates.
Table I. Communication Evidences
Form
Interview Rubric
Benchmark I
Portfolio Assessment
Rubric Benchmark II
Interview Rubric
Benchmark II
Portfolio Assessment
Rubric Benchmark II
Cooperating Teacher’s
Assessment Form of
Prestudent Teaching
Experience
Student Teaching
Handbook
Final Evaluation of
Student Teacher/Intern
Teacher Competencies
Communication Statements
• You must be able not only to explain your ideas, but also point to
evidence from your organizational portfolio to illustrate your ideas
• Ability to explain ideas clearly and completely
• Reflection is written clearly
• Mechanics (e.g. spelling, grammar, punctuation)
• You must be able not only to explain your ideas, but also point to
evidence from your organizational portfolio to illustrate your ideas
• Ability to explain ideas clearly and completely
• Reflection is written clearly
• Mechanics (e.g. spelling, grammar, punctuation)
• Communicates clearly and accurately
• Exhibits appropriate oral language usage
• Exhibits appropriate written language usages
• Exhibits appropriate voice projection
• Wisconsin Teacher Standard 6: Communicates well
• (II.3) Domain 3: INSTRUCTION
(Aligns with Wisconsin Teacher Standards 1, 4, 6 and 7)
Components
3.a Communicating clearly and accurately
3.b Using questioning and discussion techniques
3.c Engaging students in learning
3.d Providing feedback to students
3.e Demonstrating flexibility and responsiveness
(II.4) Wisconsin Teacher Standards
6. Communication: Uses effective verbal and non-verbal communication
techniques, instructional media and technology to foster active inquiry,
collaboration, and supportive interaction in the classroom.
Student Responsibilities
• (IV.1.8) Introduce yourself and become acquainted with the
administration, faculty and staff (office staff, custodians, school
nurse, guidance counselors, paraprofessionals, etc.)
• (IV.2.1) Get to know your students and plan according to their needs
and abilities. Learn names of your students.
• (IV.3.6) Be tactful and considerate in your critique of others
• (IV.6.2) Introduce yourself to the business community
• (IV.7.7) Cooperate with your fellow teachers
• 3a. Communicating clearly and accurately
• Directions and procedures
• Oral and written language
• 3b. Using questioning and discussion techniques
31
Checklist for University
Supervisor Visits
(Student Teaching
Handbook Appendix B
EBI Education Student
Exit Survey
Portfolio Assessment
Rubric
Benchmark III
UW-Stout
Undergraduate One
Year Follow-up of
Graduates
EBI Teacher Education
Alumni Survey
• Quality of questions
• Discussion techniques
• Student participation
• 3d. Providing feedback to students
• Quality: Accurate, substantive, constructive & specific
• Timeliness
• 3e. Demonstrating flexibility and responsiveness
• Lesson adjustment
• Response to students
• Persistence
• 4c. Communicating with families
• Information about the instructional program
• Information about individual students
• Engagement of families in the instructional program
• Wisconsin Teacher Standard 6: Communication: Uses effective
verbal and non-verbal communication techniques, instructional
media and technology to foster active inquiry, collaboration, and
supportive interaction in the classroom.
• Notified the principal (or administrator) and cooperating teacher of
the visitation
•
Write effectively
•
•
•
•
•
Artifacts from student teaching, reflection ratings include
communication.
Reflection is written clearly
Mechanics (e.g. spelling, grammar, punctuation)
Speaks effectively
Writes effectively
•
Write effectively
2.1.5.2 Human relations and professional dispositions
Candidates meet the human relations requirements at UW-Stout through completing two courses:
EDUC 336 Multiculturalism: Issues and Perspectives and EDUC 376 Field Experience: Cross
Cultural. Human relations skills are also embedded in the disposition assessments that occur at three
times in the program and in the prestudent teaching and student teaching final evaluations. These
course requirements, disposition assessments, and prestudent teaching and student teaching final
evaluations reflect the values and briefs of the School of Education related to diversity: We believe
that reflective practitioners in professional education contexts model best practices by modeling respect
for diversity of people, ideas and experiences.
32
The University of Wisconsin-Stout has developed a system to assess candidate dispositions from the
beginning of the program through program completion.
These professional disposition categories include: attendance, preparedness, continuous learning,
creating a positive climate, reflective, thoughtful and responsive learner, cooperative/collaborative and
respectful. These dispositions have been matched to the Wisconsin Teacher Standards.
The disposition instrument which rates these nine dispositions is utilized throughout the program and is
part of meeting all three benchmarks. To be admitted to SOE, Benchmark I, two disposition forms
must be completed by the instructor of the discipline specific introduction course and by the instructor
of EDUC 326 Foundations of Education. For Benchmark II, two disposition forms must be completed
by instructors of the curriculum and methods courses in the discipline specific majors. For Benchmark
III, two disposition forms must be completed by the cooperating teachers and/or university supervisor.
Candidates must have satisfactory disposition ratings at each benchmark.
In addition, there are additional dispositions included in the instruments used to assess prestudent
teaching and student teaching performance by the cooperating teachers. These instruments are based
upon the domains and components and on the 10 Wisconsin Teacher Standards. See Table 2:
Professional Disposition Evidence.
Table II. Professional Disposition Evidence
Form
Dispositions of
Teaching
Dispositions
Attendance: You are present in and on time to class/student teaching
Preparedness: You are prepared for class/student teaching, for example:
• Displaying evidence of completed reading assignments
• Providing evidence of engagement with reading materials
Continuous Learning: (WI T. Standard 1) You view education as a life-long
learning process, for example:
• Exhibiting curiosity about new and seemingly old concepts
• Displaying creative ideas about and applications to education
concepts
• Modeling flexibility regarding course content, process and tasks
Positive Climate: (WI T. Standard 5) You respond professionally to situations and
feedback, for example:
• Reacting maturely (every complaint is accompanied by possible
solutions)
• Analyzing feedback and make appropriate adjustments to
enhance personal growth and learning
• Analyzing situations, comments, and interactions and making
appropriate adjustments that promote a positive learning
environment
Reflective: (WI T. Standard 9) You engage in active reflection, for example:
• Willing to suspend initial judgments
• Demonstrating receptivity for the critical examination of multiple
perspectives
• Making reasoned decisions with supporting evidence
• Generating effective/productive options to situations
• Making connections to previous readings/experiences/courses,
etc.
33
Interview Rubric
Benchmark I
Portfolio Assessment
Rubric Benchmark I
Interview Rubric
Benchmark II
Portfolio Assessment
Rubric Benchmark II
Cooperating Teacher’s
Assessment Form of
Prestudent Teaching
Experience
Student Teaching
Handbook
Thoughtful and Responsive Listener: (WI T. Standard 6) You thoughtfully listen
and respond to people’s insights, needs and concerns, for example:
• Asking questions
• Summarizing idea/concepts
Cooperative/collaborative: (WI T. Standard 10) You work well with others, for
example:
• Keeping groups on task
• Maximizing individuals’ talents
• Distributing responsibilities evenly
Respectful: (WI T. Standard 3)You show respect for self and others, for example:
• Interacting without putdowns and sarcasm
• Demonstrating sensitivity with respect to language use
• Setting high expectations regarding social interactions,
cooperation, collaboration, etc.
• Showing due courtesy and consideration for people and ideas
Understanding of what it means to be an effective teacher.
Ability to demonstrate appropriate poise and demeanor during the interview.
Ability to accept comments for improvement and recognize areas of improvement.
Human relations & disposition ratings from Educational Foundations and
introduction to major course instructors.
Understanding of what it means to be a reflective practitioner.
Ability to accept comments for improvement and recognize areas of improvement.
Ability to demonstrate appropriate poise and demeanor during the interview.
Human relations & dispositions ratings from major curriculum/ methods course
instructors
The Classroom Environment
Display respect and rapport
Notices sensitivity to learning, cultural, and racial differences in pupils
Aware of classroom procedures
Show understanding of behavior management
Initiates interaction with students
Instruction
Recognizes the importance of student involvement
Provides appropriate feedback to student
Displays sense of flexibility and responsiveness
(II.3) Domain 2: CLASSROOM ENVIRONMENT
(Aligns with Wisconsin Teacher Standard 5 and 6)
2.a Creating an environment of respect and rapport
2.b Establishing a culture for learning
2.c Managing classroom procedures
2.d Managing student behavior
2.e Organizing physical space
Domain 3: INSTRUCTION
(Aligns with Wisconsin Teacher Standards 1, 4, 6 and 7)
3.a Communicating clearly and accurately
3.b Using questioning and discussion techniques
3.c Engaging students in learning
3.d Providing feedback to students
3.e Demonstrating flexibility and responsiveness
(II.4) Wisconsin Teacher Standards
5. Learning Environment: Uses an understanding of individual and group
34
Final Evaluation of
Student Teacher/Intern
Teacher Competencies
motivation to create a learning environment that encourages positive social
interaction, active engagement in learning and self-motivation.
9. Reflection: Reflects on teaching and evaluates the effects of choices and
actions on pupils, parents and others; seeks out opportunities to grow
professionally.
10. Collaboration: Fosters relationships with colleagues, and agencies in the
larger community to support pupil learning and well-being; acts with integrity,
fairness and in an ethical manner.
Student Teacher Responsibilities
(II.2.3) Prepare adequate lesson plans well in advance of actual classroom
teaching and submit such plans as required to the cooperating teacher.
(II.2.4) Respect student, family, ethnic and cultural backgrounds.
DOMAIN 2: THE CLASSROOM ENVIRONMENT
2a. Creating an environment of respect and rapport
• Teacher interaction with students
• Student Interaction
2b. Establishing a Culture for Learning
• Importance of the content
• Student pride in work
• Expectations for learning and achievement
2e. Organizing Physical Space
• Safety and arrangement of furniture
• Accessibility to learning and use of physical resources
DOMAIN 3: INSTRUCTION
3e. Demonstrating flexibility and responsiveness
• Lesson adjustment
• Response to students
• Persistence
DOMAIN 4: PROFESSIONAL RESPONSIBILITIES
4a. Reflecting on Teaching
• Accuracy
• Use in future teaching
Wisconsin Teacher Standard 5. Learning Environment: Uses an understanding of
individual and group motivation to create a learning environment that encourages
positive social interaction, active engagement in learning and self-motivation.
Wisconsin Teacher Standard 9. Reflection: Reflects on teaching and evaluates the
effects of choices and actions on pupils, parents and others; seeks out
opportunities to grow professionally.
Wisconsin Teacher Standard 10. Collaboration: Fosters relationships with
colleagues & agencies in the larger community to support pupil learning & wellbeing; acts with integrity, fairness and in an ethical manner.
2.1.5.3 Content knowledge for subject area programs (to include passing state tests)
As 2003-2004 was a trial year and Praxis II cut scores had not been established, no candidate was
kept from student teaching. As of fall, 2004 all candidates must take the Praxis II test prior to
applying for student teaching and must pass the Praxis II test before they begin student teaching.
This is part of meeting Benchmark II.
In addition, candidates must successfully complete the subject matter/content area courses that are
required as a part of their teacher education program that meet the Wisconsin licensing
35
requirements and content standards. Candidates are expected to add artifacts from all required
subject matter area/content areas to their portfolios.
2.1.5.4 Pedagogical knowledge
Pedagogical knowledge is related to planning, implementing and assessing teaching and learning.
Candidate understanding of pedagogical knowledge is developed gradually and sequentially over
time and practiced during student teaching. Evaluation of pedagogical knowledge occurs in
professional education courses and is applied in prestudent teaching and culminates in student
teaching. Candidates are required to reflect upon the artifacts they create in professional education
courses in relation to intended learning and new insights they gain and develop. Candidates who
can engage in this ongoing process in coursework and field experiences become reflective
practitioners. They assess what they did and its effect upon the learners to make the learning
experiences more focused and effective.
There are some educational foundation courses that are required in each program and many
professional education courses in the major unique to the specific teacher education program.
Syllabi have been revised to show measurable components aligned with the Wisconsin Teacher
Standards and the domains and components. Each course has at least one required artifact that
candidates include in their portfolio and are required to meet Benchmark II. Candidates write
reflections on these required artifacts which are rated by the instructors. Therefore the artifact,
graded artifact rubric, reflection and reflection rating for each course are included in meeting
Benchmark I and Benchmark II. Foundation courses common to the programs include:
• EDUC 326 Foundations of Education,
• EDUC 303 Educational Psychology,
• EDUC 336 Multiculturalism: Issues and Perspectives,
• EDUC 376 Field Experience: Cross Cultural,
• EDUC 380 Reading and Language Arts: Elementary,
• EDUC 382 Secondary Reading and Language Development, and
• EDUC 415 Classroom Management (Several programs require this course including Art
Education, Family and Consumer Sciences Education and Special Education).
Program specific professional education courses required of each candidate in the program are
listed below.
Art Education
ARTED 108 Introduction to Art Education
ARTED 208 Pre-teaching Observation
ARTED-xxx Art Education Curriculum, Methods and Assessment
ARTED 408 Student Teaching Art-Elementary
ARTED 409 Student Teaching Art-Secondary
Or
ARTED 488 Internship
Early Childhood Education
ECE 100 Introduction to Early Childhood Programs
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ECE 303 Developmentally Appropriate Practice: Infants/Toddlers
ECE 307 Developmentally Appropriate Practice: Preschool
ECE 309 Developmentally Appropriate Practice: Kindergarten
ECE 410 Early Childhood Curriculum: Science
ECE 411 Early Childhood Curriculum: Math
ECE 412 Early Childhood Curriculum: Social Studies
ECE 413 Language Arts and Emergent Reading I: PreK and K
ECE 414 Language Arts and Emergent Reading II: K and Primary
ECE 480 Student Teaching: Infant-Preschool
ECE 493 Student Teaching: Kindergarten
ECE 494 Student Teaching: Primary
Family and Consumer Sciences Education
FCSE 101 Introduction to FCSE
FCSE 201 Teaching Methods in FCSE
FCSE 301 FCSE/Family Life Curriculum
FCSE 320 Career and Technical Education Programs in FCSE
FCSE 341 Clinical Experience in the Schools
CTE 302 Principles of Career/Technical Education
FCSE 360 FCSE/Family Life Evaluation
FCSE 448 Student Teaching in FCSE
or
FCSE 488 Internship Teaching
Marketing and Business Education
MEBE 101 Introduction to ME & BE
MEBE 202 Supervision of ME & BE CTSO
MEBE 301 ME Methods
MEBE 311 MBE Project Methods
MEBE 312 Pre-clinical: Marketing Education
MEBE 355 MBE Seminar
MEBE 401 ME Curriculum
MEBE 411 BE Methods & Curriculum
CTE 302 Principles of Career/Technical Education
CTE 360 Cooperative Occupational Education
MEBE 409 ME Student Teaching
MEBE 419 BE Student Teaching
Special Education Cognitive Disability
SPED 100 Introduction to Special Education (To be developed)
SPED 300 Introduction to Individuals with Cognitive Disabilities
SPED 322 Curriculum & Instruction: Functional Living Skills
SPED 323 Academic Methods Mild/Moderate
SPED 324 Curriculum & Instruction: Career and Transition Education
SPED 326 Practicum in Special Education
SPED 328 Assessment for Individual Education/Transition Plans
37
SPED 415 Classroom Management
SPED 420 School, Family and Community (To be developed)
SPED 430 Inclusion
SPED 481 Student Teaching
New Cross-Categorical Special Education Program will require
all of the above plus:
ECUC 380 Reading/Language Development Elementary
EDUC 381 Reading/Language Preclinical
SPED 301 Learning Disabilities
SPED 447 Behavior Problems Children & Adolescents (to be developed)
SPED 338 Prestudent Teaching Disability
SPED 440 Diagnostic Remedial Reading, Math and Language
SPED 490 Behavioral Intervention in Schools
Technology Education
TECED 160 Introduction to Technology Education
TECED 260 Curriculum, Methods & Assessment Technology Education
TECED 360 Field Experience & Seminar Technology Education
TECED 390 Class & Lab Management
TECED 460 Advanced Curriculum, Methods & Assessment Technology Ed.
TECED 409 Student Teaching
2.2
Provisions that enable all students (pursuant to their license area) to demonstrate
knowledge and understanding of:
2.2.1 Cooperative marketing
This requirement does not apply for any of the teacher education programs at UW-Stout.
2.2.2
Environmental education
The environmental education requirement applies to the Early Childhood certification. At
this level, students take three courses that relate to
Environmental sciences: Biology 101-Introductory Biology, Chemistry 105-Visualizing
Chemistry and Physics 258-Introduction to Geology. These courses use multiple
assessments ranging from paper and pencil tests to lab reports.
2.2.3
Minority group relations
All candidates in teacher education programs are required to successfully complete EDUC
336 Multiculturalism: Issues and Perspectives and EDUC 376 Field Experience: Cross
Cultural. In compliance with PI 34 statutory requirement and in relation to the SOE value of
diversity and the SOE belief that reflective practitioners model best practices by modeling
respect for diversity of people, ideas and experiences, these two courses prepare candidates
to demonstrate knowledge and understanding of the following:
• The history, culture and tribal sovereignty of American Indian tribes and bands
located in Wisconsin.
38
•
The history, culture and contributions of women and various racial, cultural,
language and economic groups in the United States.
• The philosophical and psychological bases of attitude development and change.
• The psychological and social implications of discrimination, especially racism and
sexism in the American society.
• Evaluation and assessment of the forces of discrimination especially racism and
sexism on faculty, students, curriculum, instruction and assessment in the school
program.
• Minority group relations through direct involvement with various racial, cultural,
language and economic groups in the United States.
EDUC 336 uses multiple assessments including a cooperative learning presentation,
annotations, and a final synthesis paper. EDUC 376 involves a final prestudent teaching
assessment by the cooperating teacher/supervisor.
2.2.4
Conflict resolution
Teacher education programs differ in their requirements that relate to conflict resolution.
Three programs (Art Education, Family and Consumer Sciences Education and Special
Education) require EDUC 415-Classroom Management Techniques. Conflict resolution,
peer mediation and crisis management are a part this course.
Conflict resolution is addressed in several courses in the other three undergraduate teacher
education majors. The Early Childhood Education program addresses classroom
management and conflict resolution in two required courses: ECE 364 Observing and
Guiding Children: Early Childhood Programs and ECE 426 Advanced Child Guidance and
Classroom Management. The Marketing and Business Education program integrates
conflict resolution into MEBE 301 Marketing Education Curriculum, MEBE 312 Marketing
& Business Education Pre-clinical, MEBE 355 Marketing & Business Education Seminar,
and MEBE 411 Business Education Methods and Curriculum.
In addition, the MBE program facilitates a discussion board with mediated topics related to
conflict resolution, peer mediation, and crisis management during the student teaching
Experience within the Learn@UW-Stout courseware platform. Technology Education
addresses conflict resolution, peer mediation and crisis management in TECED 390 Class
and Lab Management.
2.2.5
The role and responsibility of a teacher
The role and responsibility of a teacher is addressed throughout the teacher education
program. This begins with the introduction to the major courses for each undergraduate
teacher education program that students take during their freshman year. During these
introductory classes, students discuss the roles and responsibilities of teachers in their
respective programs: Art Education, Early Childhood Education, Family and Consumer
Sciences Education, Marketing and Business Education, Special Education and Technology
Education.
39
EDUC 326 Foundations of Education is a required course at the sophomore year that
addresses roles and responsibilities of teachers and other school personnel as well as the
historical, philosophical and social foundations of education. During this course candidates
write their educational philosophy which is required in their electronic portfolio.
Roles and responsibilities of a teacher within their specific disciplines are further identified,
defined, and analyzed in the program specific methods and curriculum courses and their
discipline related prestudent teaching experiences in PreK-12 classrooms. Candidates
observe and participate within a specific school context and classroom setting. At the
interviews involved in Benchmarks I and II, candidates are asked questions to assess
understanding of the roles and responsibilities of a teacher. Portfolio assessment at
Benchmarks II and III require alignment to the domains/components and Wisconsin Teacher
Standards. During student teaching, candidates are further assessed by their cooperating
teachers every four weeks on the domains/components of teaching and the 10 Wisconsin
Teacher Standards. These are also evaluated on the final student teaching evaluation form.
2.2.6
Teaching reading & language arts including phonics
Curricular Alignment and Assessment System
Candidates in Early Childhood Education have ample opportunities to develop
the essential skills necessary to become effective teachers of reading and
language arts including phonics through two classes: ECE 413 Language Arts and
Emergent Reading I: Pre-Kindergarten and Kindergarten and ECE 414 Language Arts and
Emergent Reading II: Kindergarten and Primary (formerly EDUC 380 Reading and
Language Arts in Elementary Education and EDUC 381 Preclinical: Elementary Language
Arts and Reading). Phonics is a strong component of both of these classes.
Art Education, Family and Consumer Sciences Education, Marketing and
Business Education, Special Education and Technology Education candidates
develop their knowledge and skills through taking EDUC 382 Secondary Reading and
Language Arts which is being changed through the UW-Stout curricular process to
“Reading Across Content Areas”.
2.2.7
2.2.8
Assessing & educating children with disabilities
And
Modifying the regular curriculum for pupils with disabilities
Candidates are required to pass SPED 430 Inclusion of Students with Exceptional Needs.
This intensive course addresses identifying, assessing and educating students with cognitive
disability, learning disability, attention deficit hyperactivity disorder, emotional disability
autism, traumatic brain injury, speech and language disorders, visual and hearing loss,
physical and other health impairments, and gifted and talented students. Candidates modify
the regular curriculum in their respective disciplines for pupils with disabilities in their
classroom.
40
2.3
A clinical program including practica for pupil services and administrative
programs, internships for graduate programs, and prestudent teaching, student
teaching and other supervised clinical experiences in PreK-12
school settings.
Teacher Standards
The University of Wisconsin-Stout SOE prepares candidates for classroom teaching in
Art Education, Early Childhood Education, Family and Consumer
Sciences Education, Marketing and Business Education, Special Education and
Technology Education. Prestudent teaching and student teaching/internship in clinical
experiences are aligned with the conceptual framework in terms of domains and
components and the Wisconsin Teacher Standards for assessment purposes. These
clinical experiences are developmental in nature and occur in a variety of educational
settings. Candidates must successfully meet the requirements of Benchmark I to be
eligible for prestudent teaching experiences. Candidates must successfully meet the
requirements of Benchmark II including prestudent teaching experiences to advance to
student teaching.
Prestudent Teaching
Prestudent teaching involves 100 hours in educational settings. Assessment forms can be
found on the website
http://www.uwstout.edu/soe/students/forms/prestudentcoopassess.pdf
Candidates from all programs complete 50 hours in an educational setting in EDUC 376
Field Experience: Cross Cultural and 15 hours in SPED 430 Inclusion. Each of the six
teacher education majors has an additional 50 hours of prestudent teaching experiences in
school settings. Prestudent teaching sites are primarily selected by the Clinical
Placement Coordinators within a 50-mile radius of the University of Wisconsin-Stout
campus. However, some additional experiences are available. We currently have a
partnership with the Lynde & Harry Bradley School of Technology & Trade in
Milwaukee, WI which allows some candidates to obtain a diversity experience in this
school. The Hubert H. Humphrey Job Corps Center in St. Paul, MN provides another
diversity experience for some of our candidates.
Part of the prestudent teaching experience is directly related to participation in
classrooms directly related to the candidates’ specific program.
• In Art Education, this prestudent teaching experience is in the sophomore year at
the elementary and secondary levels in ARTED 208 Preteaching Observation.
• In Early Childhood Education, prestudent teaching involves three levels:
preschool, kindergarten and primary. The preschool (children ages 2-5)
experience occurs in the Child Study Center in ECE 307 DAP: Preschool. The
prestudent teaching experience at the kindergarten level occurs in ECE 309 DAP:
Kindergarten. Primary prestudent teaching experiences occur in ECE 411 Early
Childhood Curriculum: Math, ECE 413 Language Arts and Emergent Reading I:
PreK and K.
41
•
•
•
•
In Family and Consumer Sciences Education, prestudent teaching observations
and experiences occur at the middle and high school in FCSE 201 Teaching
Methods in FCSE and FCSE 341 Clinical Experiences in the Schools.
In Marketing and Business Education, prestudent teaching experiences occur in
MBE 312 MBE Pre-clinical.
In Special Education, prestudent teaching experiences occur in EDUC 381
Preclinical: Elementary Language Arts: Reading, SPED 318 Introduction to
Teaching and Assessment and SPED 326 Practicum in Special Education.
In Technology Education prestudent teaching experience occurs in TECED 360
Field Experience and Seminar.
Student Teaching
All candidates for teacher licensure in Art Education, Family and Consumer Sciences
Education, Marketing and Business Education, Special Education and Technology
Education must complete a full semester of student teaching or internship. Three student
teaching experiences are required by candidates in Early Childhood Education which
includes a full semester plus 8 weeks full time. During the student teaching semester, all
candidates follow the daily schedule and semester calendar of the cooperating school
district. To be eligible for student teaching/internship, candidates must successfully meet
the requirements for Benchmark II which includes passing the content test and the portfolio
examination among other requirements.
The Clinical Placement Coordinators select student teaching/internships sites primarily
within a 75-mile radius of the University of Wisconsin-Stout campus to ensure that
candidates have a variety of settings. Most early childhood through adolescence candidates
have two placements within the semester, but in some instances a semester long placement
is appropriate. Student teachers are expected to gradually assume more responsibility
under the direction of the cooperating teachers. All candidates have a minimum
requirement of assuming the full responsibilities of their cooperating teacher for a
minimum of at least one week within a 9-week placement or two weeks within a semester
placement.
Cooperating teachers use evaluation forms to assess the candidate’s knowledge, skills and
dispositions at least twice during a quarter and four times within a semester. These
midterm and final student teaching assessment forms are based on the conceptual
framework of domains, components and Wisconsin Teacher Standards. These final
assessments and letters of recommendation of the cooperating teachers become part of the
electronic portfolio. In addition, each cooperating teacher completes the dispositions of
teaching form for each candidate which also becomes part of the electronic portfolio.
During student teaching, candidates develop lessons, units, assessment devices, etc. for
their teaching and include examples of these and the resulting pupil work and their
reflections on these artifacts in their electronic portfolios. Cooperating teachers also use
the reflection rating form for rating these candidate reflections. Again these cooperating
teacher reflection ratings become part of the electronic portfolios. The student teaching/
intern evaluation forms can be found at: http://www.uwstout.edu/soe/students/forms.shtml.
42
University supervisors visit each student teacher a minimum of four times within a
semester or two times within a nine-week placement. Each visit is for at least one hour.
The university supervisor holds at least one three-way conference with the student teacher
and cooperating teacher each nine-week placement and two three-way conferences with the
student teacher and cooperating teacher during a semester placement. At each of the four
visits in a semester, the university supervisor provides a written evaluation of each
candidate based on classroom observations by the cooperating teacher and the supervisor.
Pupil Services Standards
The University of Wisconsin-Stout SOE prepares candidates for pupil services standards in
two graduate programs: School Counseling and School Psychology. Candidates in the
School Counseling program receive a Masters of Science (M.S.) degree. Candidates in the
School Psychology receive the Master of Science in Education degree (M.S. Ed.) after the
first year of study, which involves the completion of 30 credits and a Plan B thesis.
The Education Specialist degree (Ed.S.) in School Psychology is typically awarded after
the second year of coursework and the third year of internship. The Ed.S. requires the
completion of 30-36 credits, a 1200-hour internship, and the completion of the National
Certification Examination in School Psychology (NCESP) and a successful defense of the
Specialist thesis.
Preclinical and clinical practica in Guidance and Counseling (School Counseling) and
School Psychology programs are aligned with the Wisconsin Pupil Services Standards.
Preclinical Practica
For candidates in school counseling, EDUC 576 Field Experience: Cross Cultural is
required for 50 hours. This is very similar to the requirement preclinical experience that
prestudent teacher candidates have.
For the candidates in the Guidance and Counseling program, preclinical requirements
involve three different experiences. In SCOUN 788 Counseling Process Lab, candidates
complete a total of 25 hours of counseling supervised by a university supervisor on
campus. Of these 25 hours, 9 hours must be counseling with clients under age 13. These
sessions are video taped and analyzed. SCOUN 705 Play Therapy includes an on campus
lab in which all sessions are video taped and closely supervised by a university supervisor.
Children counseled by the candidates are all under age 12. A minimum of nine sessions
are involved. Beginning Fall, 2004 candidates in SCOUN 738 Guidance in the Elementary
Schools will be holding class at a local elementary school. All candidates will be working
with children in the after school program as part of this graduate program under the
supervision of the university faculty instructor.
Candidates in the School Psychology program have a number of different preclinical
experiences. In SCOUN 788 Counseling Process Lab, candidates engage in 25 hours of
supervised counseling. Of these 25 hours, 9 hours must be counseling with clients under
age 13 as mentioned previously. In the course, SPSY 753B School Psychology Laboratory,
43
candidates administer individual cognitive and achievement tests to school-age students. In
SPSY 743 Advanced Individual Mental Testing, school psychology candidates gain more
experience in the administration, scoring, and interpretation of assessments administered to
school-age volunteers. In SPSY 768A Learning Disabilities C Diagnosis and Remediation
Laboratory, candidates gain experience administering and scoring academic assessment to
school-age children one hour per week. SCOUN 798 School Counseling Field Experience
is a school counseling preclinical experience one day per week for one semester where
their site supervisors rate them twice during the semester. This preclinical is usually
completed during the candidate’s first year in the M.S. School Psychology program.
Clinical Practica
Candidates in the School Counseling program have two required practicum experiences in
the schools which total a semester, following the school district calendar (SCOUN 789
Supervised Elementary Counseling Practicum and SCOUN 790 Supervised Secondary
Counseling Practicum). The supervision manual for this daily practicum outlines the site
supervisor responsibilities, the University of Wisconsin-Stout responsibilities, student
checklist of required processes and forms, case study forms, weekly and summary logs,
mid-semester review form and final evaluation form. Both the midterm and final
evaluation forms are reviewed by the candidate, site supervisor and university supervisor.
http://www.uwstout.edu/soe/clinical/clinical.shtml
Candidates in School Psychology usually earn the M.S. Ed. by the end of the first year.
Candidates in the School Psychology Ed. S. program have three clinical experiences.
During the second year (after receiving the M.S.Ed. degree), candidates complete school
psychology practica two days a week for two semesters (SPSY 781 & SPSY 782 Field
Practicum in Psychoeducational Services I & II). All the major functions of a school
psychologist are performed during the second year under the supervision of both a local
school psychologist and a university faculty member. In addition, during the second year
both semesters, candidates work under supervision at the University of Wisconsin-Stout’s
Clinical Services Center, participating in assessment, counseling, and consultation
experiences (SPSY 784 & SPSY 784 Clinical Practicum in Psychoeducational Services I &
II). During the third year, SPSY 792 Internship in School Psychology, a 1200-hour
internship is required (the first year of employment). A certified school psychologist is the
site supervisor. During this year, candidates typically complete the specialist thesis and the
1200-hour internship. Extensive supervision manuals have been developed for all three of
these clinical experiences so that candidates, site supervisors and university supervisors are
aware of their respective roles, responsibilities and the candidate expectations, processes,
logs and evaluation forms. Both the mid-semester and final evaluation forms are reviewed
by the candidate, site supervisor and university supervisor.
http://www.uwstout.edu/soe/clinical/clinical.shtml
Administrator Standards
The Wisconsin Standards for Administrator Development and Licensure applies
to the Career and Technical Education Program Coordinator certification. UW-Stout has
had an LVEC certification since 1968. Students can demonstrate their competency to meet
the required performance standards in one of the three ways outlined in Section 2.2.1.
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2.4
Provisions to insure cooperating teachers and school based supervisors meet the
requirements.
All cooperating teachers complete a verification form for UW-Stout SOE that indicates that they
meet the Wisconsin Department of Public Instruction requirements as a licensed school
professional who supervises students during their clinical programs in cooperation with the
university supervising staff. Cooperating teachers for student teaching and internships verify that
they:
• Hold a valid Wisconsin (or Minnesota) teaching license or its equivalent for the teaching
assignment,
• Have at least three years of teaching experience, with at least one year of teaching
experience at the school system of current employment,
• Have completed a course on supervision of student teachers and the Wisconsin Teacher
Standards or a seminar on the supervision of student teachers,
• Are recommended by the building principal/district administrator, and
• Volunteer for this assignment.
The completed form is returned to the Coordinator of Clinical Placements and kept on file in the
SOE Dean’s office.
Similar to the process indicated above, verification forms that cooperating counselors and school
psychologists meet the Wisconsin Department of Public Instruction requirements are collected and
kept on file in the SOE Dean’s office. Cooperating counselors and school psychologists must hold
a full Wisconsin license (or its equivalent), have at least 3 years of experience as a school
counselor/school psychologist and at least one year of experience in the school system of current
employment. Again, these individuals must be volunteers and have the approval of their building
principal/district administrator.
The University of Wisconsin-Stout offers two ways to meet the cooperating teacher supervision
requirement. A 2-credit graduate level on-line course is offered each term and summer session.
Secondly, an on-line module is designed to introduce the framework of Teacher Education at UWStout, the duties and definitions, policies and procedures to follow as cooperating teachers. See
the website for more information regarding both options at:
http://www.uwstout.edu/soe/soestaff/coopteachers.shtml
School counselors and school psychologists must have taken the course SCOUN 765 Organization
and Administration of Guidance Programs, which includes instruction on supervisory
responsibilities and relationships to qualify as a possible site supervisor counselor/psychologist.
University supervisors of student teachers have certification that is appropriate for the program
areas they are supervising and three years teaching experience. Verification forms that they meet
these requirements are on file in the SOE Dean’s office. Also on file in the SOE Dean’s office are
the resumes and transcripts of university supervisors of school counseling and school psychology
candidates which document that they have appropriate certification and three years of public
service experience.
45
2.5
For students in initial classroom teaching programs, a general education program
that demonstrates their knowledge and understanding of : 1) written and oral
communications, 2) mathematics, 3) fine arts, 4) social studies, 5) biological and
physical sciences, 6) the humanities, including literature, 7) western and nonwestern history or contemporary culture, 8) Wisconsin’s model academic standards.
General Education
The General Education requirements of each student for the bachelor’s degree are the
following: Communications, Analytic Reasoning, Humanities and the Arts, Natural
Sciences, Social and Behavior Sciences, Health and Physical Education,
Technology. Assessment of student performance in relation to General Education is done
in several ways: Standardized tests, course-embedded assessment, one and three-year
follow-up studies of graduates and employers.
http://www.uwstout.edu/ugbulletin/ugb_gened.html
The University of Wisconsin-Stout uses the ACT CAAP as one way of assessing the
effectives of the general education program for undergraduate students. The ACT CAAP is
a national standardized exam that measures proficiency in five areas: reading, writing,
math, science and critical thinking. This exam is administered annually by the Center for
Assessment and Continuous Improvement and the Provost’s Office. The results are shared
with all general education instructors and are used to assist in making decisions regarding
the general education program.
Each approved general education course is required to provide the General Education
Committee with a permanent course record that a) indicates how selected objectives of the
course align with one or more objectives of the general education program (see attached)
and b) explains how students will be assessed to determine if they are achieving the general
education objectives included in the course.
Assessments may include specific assignments, tests or test items, projects, essays or other
means by which students demonstrate their abilities. Course-embedded assessments are to
be conducted in all general education courses. Each multiple-section course must develop
a standard method of assessment for the course. For multiple section courses, the
assessment should represent a cross-section of students currently enrolled in the course.
Brief summaries of the assessment process conducted in each course must be submitted to
the Center for Assessment and Continuous Improvement on an annual basis. These reports
should indicate how data were collected, analyzed and shared with instructors to improve
teaching and learning and how results were used for overall course improvement. A webbased template for reporting will be provided. Reports should be prepared by the lead
instructor or departmental designee, with all instructors having input into the process.
These reports will be reviewed by the General Education Committee.
Wisconsin Model Academic Standards
Students in the introduction to the specific education major classes in the School of
Education become acquainted with the Wisconsin Model Academic Standards in their
46
specific majors: Art Education, Early Childhood Education, Family and Consumer
Sciences Education, Marketing and Business Education, Special Education and
Technology Education. Students usually enroll in these classes when they enter UW-Stout
as a freshman or a transfer student. Candidates in the discipline specific methods,
curriculum and assessment courses work with the Wisconsin Model Academic Standards
as they develop their programs, units, lesson plans and tests/assessment devices. A
question on the EBI Teacher Education Exit Survey asked spring 2004 student teachers,
“To what degree does your Education course work address state standards?” Candidates
indicated on a 7-point scale with 1 being not at all, 4 being moderate and 7 being extreme
their answers to this item. The mean scores by major are as follows:
Family and Consumer Sciences Education 6.40
Marketing and Business Education
5.83
Early Childhood Education
4.76
Technology Education
4.19
Special Education
4.17.
2.6
The institution’s evaluation of its performance and outcomes within the context of
its mission and goals as they relate to the Wisconsin Teacher, Administrator and
Pupil Services Standards, including
2.6.1
a graduate follow-up plan with required components and,
Senior surveys, alumni follow-up studies, employer surveys and other studies
conducted on a periodic basis by the Office of Budget, Planning and Analysis. The
results of these studies will be shared with the General Education Committee and General
Education instructors as they become available each year and are used to help make
decisions regarding the General Education curriculum.
These senior surveys, follow-up studies (1 and 3 year), and employer studies are also shared
with each SOE program director, program advisory committee, School of Education faculty
and staff members and School of Education advisory committee. Each program director
completes an assessment of the major report in which this data is examined and areas are
noted for making program improvements. In addition, these follow-up studies become a
part of the University Planning and Review Committee (PRC) assessment review of the
general education components and the undergraduate and graduate program seven-year
review assessment. Annually, program directors include this data in their assessment of
major reports. Some SOE programs have added program specific questions to these followup studies. See the annual program assessments noted in Section 2.1.
In spring, 2004 a teacher exit study was done on spring student teachers to gather baseline
data. These student teachers responded to this survey at their final student teaching seminar.
The instrument used was the Educational Benchmarking (EBI) Teacher Education Exit
Study. This is the first benchmarking study of the newly formed School of Education
exiting seniors. The Dean of the School of Education identified six comparison schools of
education as a comparison group which included: Drake University, Wright State
University, Western Illinois University, Idaho State University, Virginia Polytechnic
47
Institute and State University and the University of Nevada-Reno. A factor analysis was
done comparing University of Wisconsin-Stout SOE seniors’ means and those of the
comparison group. In addition, a factor analysis of means and items compared UW-Stout
seniors to those in the Carnegie Class comparison of 22 institutions and the other 45
participating institutions. The factors and SOE factor means were identified as follows:
EBI Factors
SOE Factor Means
Factor 1: Quality of Instruction
Factor 2: Learning Theories, Teaching Pedagogy/Techniques
Factor 3: Research Methods, Prof. Development, Societal Implications
Factor 4: Aspects of Student Development
Factor 5: Classroom Equity and Diversity
Factor 6: Management of Education Constituencies
Factor 7: Assessment of Student Learning
Factor 8: Satisfaction with Faculty and Courses
Factor 9: Administration Services
Factor 10: Support Services
Factor 11: Fellow Students in Program
Factor 12: Student Teaching Experiences
Factor 13: Career Services
Factor 14: Overall Satisfaction with Your Program
4.45
4.65
4.12
4.77
4.63
3.95
4.83
5.32
4.47
5.25
5.24
5.71
3.69
4.72
Scale
7= extremely 4= moderate 1= not at all
In addition, each item in the senior exit survey was described giving an item means and
comparison to the comparison group of 6, the Carnegie Class of 22 schools and the 45
institutions.
Within the teaching majors, a comparison of means was made on each of the 14 factors. The
SOE population who responded to the EBI Teacher Exit Study was:
• Early Childhood Education =
53
• Family & Consumer Sciences Ed. = 5
• Marketing & Business Education = 13
• Special Education =
12
• Technology Education =
37.
There were no Art Education student teachers who student taught during spring semester,
2004. See Table 3 for EBI teacher exit factors by education major.
48
Table 3: EBI Teacher Exit Factors by Education Major in Spring, 2004
EBI Factors
Art Ed
N=0
Factor 1: Quality of Instruction
Factor 2: Learning Theories,
Teaching Pedagogy/Techniques
Factor 3: Research Methods,
Prof. Development, Societal
Implications
Factor 4: Aspects of Student
Development
Factor 5: Classroom Equity and
Diversity
Factor 6: Management of
Education Constituencies
Factor 7: Assessment of Student
Learning
Factor 8: Satisfaction with
Faculty and Courses
Factor 9: Administration
Services
Factor 10: Support Services
Factor 11: Fellow Students in
Program
Factor 12: Student Teaching
Experiences
Factor 13: Career Services
Factor 14: Overall Satisfaction
with Your Program
ECE
N=53
4.17
4.56
FCSE
N=5
5.10
4.42
MEBE
N=13
5.19
5.07
SPED
N=12
4.83
4.53
TECH ED
N=37
4.38
4.72
3.76
4.83
4.68
4.67
4.10
4.77
5.47
5.01
4.79
4.55
4.60
5.73
4.50
5.15
4.38
3.91
5.35
4.00
4.64
3.55
4.68
5.20
5.06
5.09
4.81
5.10
6.69
6.11
5.47
5.11
4.09
6.00
5.71
5.30
4.10
5.15
5.08
5.30
6.00
5.73
6.16
5.57
6.13
5.12
4.76
5.75
6.29
5.23
5.72
5.75
3.42
4.67
4.20
5.66
4.52
5.43
4.43
4.87
3.46
4.34
Scale
7= extremely 4= moderate 1= not at all
In addition, there were 8 questions on the EBI Teacher Exit Study that were not included in one of
the 14 factors. The mean scores of each question for the five programs are given in Table 4.
Table 4: EBI Questions That Do Not Comprise a Factor in Spring, 2004.
EBI Questions that do not comprise a factor.
ArtEd
N=0
Degree that Education coursework addressed:
• Assessment of Learning
• Collaboration with colleagues
State Standards
Degree that Education coursework enhanced ability
• Write effectively
• Use multimedia technology in the
classroom
• Identify child abuse
ECE
N=53
FCSE
N=5
MEBE
N=13
SPED
N=12
TechEd
N=37
4.42
4.02
4.76
4.40
4.40
6.40
5.08
5.50
5.83
5.08
5.00
4.17
5.06
4.66
4.19
4.62
4.07
4.20
5.60
4.92
5.25
4.64
4.64
4.47
5.39
4.89
4.20
3.67
4.18
3.66
49
Course Comparisons:
• How academically challenging were
Education courses in comparison to
Non-education course on this campus?
• How did the quality of teaching in your
Education courses compare to the
quality of teaching in you nonacademic courses on this campus.
4.09
6.00
3.90
4.30
4.00
4.95
6.00
5.64
4.90
5.03
The EBI Teacher Exit Study will be conducted annually.
An EBI Teacher Study of UW-Stout teacher education alumni was also conducted during spring,
2004. However, we have not received the results yet, but these should be available mid August,
2004. Teachers who had been teaching one and three years were surveyed. This baseline data will
be available for the site visit. See Appendix CC for EBI Student Exit and Teacher Education
Alumni Surveys.
2.6.2
The institution’s Title II of the Higher Education Act report, including the pass
rate of the institution’s graduates on the state teacher certification content
examination.
The past reports of Title II of the High Education Act that were submitted to DPI are
available in School of Education office. Since Wisconsin was a non-testing state during that
time period, the first content testing information will be available in 2006.
50
Appendix A
UW-STOUT’S STRATEGIC PLAN
Vision Statement
UW-Stout, a respected innovator in higher education, educates students to be lifelong learners and
responsible citizens in a diverse and changing world though experiences inside and outside the
classroom that join the general and the specialized, the theoretical and the practical, in applied
programs leading to successful careers in industry, commerce, education, and human services.
We Value
Excellence in teaching within high quality, student-centered undergraduate and graduate
education involving active learning and appropriate technology.
Scholarship and research within applied knowledge and general education.
Collaborative relationships with business, industry, education, community and government.
Growth and development of students, faculty and staff through active participation in a
university community.
Diversity of people, ideas and experiences.
Active involvement in shared governance, consensus-building, teamwork, open and effective
communication, and respectful, ethical behavior.
Five-Year Goals
Goal 1: Offer high quality, challenging academic programs that influence and respond to a
changing society.
Strategic Objectives:
1.1
1.2
1.3
1.4
1.5
1.6
1.7
Maintain active involvement with business, industry, education, community and
governance in order to identify trends that influence future directions of the university.
Increase the number of certificate, baccalaureate and graduate programs.
Expand opportunities for students, faculty and staff to adapt to a global society.
Develop new educational partnerships and delivery systems.
Establish minimum computer competencies for students.
Improve assessment of student academic outcomes.
Enhance the academic honors program.
Goal 2: Preserve and enhance our educational processes through the application of active
learning principles.
Strategic Objectives:
2.1
2.2
2.3
2.4
2.5
Develop a campus definition of active learning and identify active learning principles.
Optimize active learning activities throughout the university community.
Increase experiential learning opportunities for the university community.
Continue to be the premier active learning university in the UW System.
Develop further integration between formal curricula and out of classroom learning.
Goal 3: Promote excellence in teaching, research, scholarship and service.
Strategic Objectives:
3.1
3.2
3.3
3.4
3.5
3.6
3.7
Promote and support faculty/staff professional development.
Improve accessibility and application of information and instructional technology.
Develop and foster external and internal partnerships which contribute to excellence.
Create and support interdisciplinary activities.
Develop a broad definition of diversity to integrate into university practices.
Develop a workload model that supports teaching, research, scholarship and service.
Recognize and reward excellence.
Goal 4: Recruit and retain a diverse university population.
Strategic Objectives:
4.1
4.2
4.3
4.4
Develop a recruiting initiative to diversify the composition of the university
community.
Develop initiatives to increase retention.
Improve academic advisement.
Increase the number of scholarships/assistantships available for new and continuing
students.
Goal 5: Foster a collegial, trusting and tolerant campus climate.
Strategic Objectives:
5.1
5.2
5.3
5.4
5.5
Strengthen community through open, timely and reliable communication.
Use participatory processes for campus decisions and continue to improve shared
governance.
Develop a more cohesive university community where people gather, learn and interact
comfortably.
Model civil and ethical behavior in all aspects of university life.
Provide students the skills to develop trusting, tolerant personal and professional
relationships throughout life.
Goal 6: Provide safe, accessible, effective, efficient and inviting physical facilities.
Strategic Objectives:
6.1
6.2
6.3
Assess utilization and need for campus facilities, using an open information process.
Improve facility access to comply with Americans with Disabilities Act requirements.
Provide a fast, reliable and flexible information technology infrastructure.
RR:rm
Stout’s Plan 2008
Administration
University of Wisconsin-Stout
Chancellor
Chancellor’s Office Operations
Assessment and Continuous Improvement
Equal Opportunity/Affirmative Action
Foundation and Alumni Services
Technology and Information Services
University Relations
Provost/Vice Chancellor for
Academic and Student Affairs
Assistant Vice Chancellor
Graduate School
Honors Program
Summer Session
WinTerM
International Programs
Enrollment Services
Financial Aid
Registration
Admissions
Stout Solutions
Continuing Education/Extension
Research Promotion Services
Learning Technology Services
Stout Technology Park/Marketing
Vice Chancellor for
Administrative and Student Life Services
Internal Auditor
Budget, Planning and Analysis
Business and Financial Services
Human Resources
Physical Plant
Student Life Services
University Services
Library Learning Center
College of Arts and Sciences
College of Human Development
College of Technology,
Engineering and Management
School of Education
Dean of Students
Effective 7/03
School of
Education
Dean
School Council
Undergraduate &
Graduate Program Directors
Licensing and Administrative
Coordinator
Licensing, Assessment and
Clinical Placement Staff
Coordinator of
Clinical
Placements
Undergraduate Programs
Art Education
Career, Technical Education & Training
Early Childhood Education
Family and Consumer Sciences Education
Marketing & Business Education
Special Education
Technology Education
Graduate Programs
Career & Technical Education
Education
Industrial/Technology Education
School Guidance & Counseling Education
School Psychology
Appendix C
Budget Coordinator
Asst. to Dean
for Portfolio &
Assessment
Child & Family Study Center
Director
Coordinating Chair Of
Instructional Unit
Standing and
Ad Hoc Committees
Work Teams
Head Teachers,
Program Assistant
& Staff
Art Education
Career & Technical Education
Early Childhood Education
Family & Consumer Sciences Education
Marketing & Business Education
Special Education
Technology Education
School Psychology / School Guidance
& Counseling
Educational Foundations
BYLAWS
School of Education
University of Wisconsin-Stout
Menomonie, WI
June 14, 2004
1
TABLE OF CONTENTS
1.0
2.0
3.0
4.0
5.0
6.0
7.0
School of Education Mission………………………………………………………….
Membership of the School of Education……………………………………………...
2.1
General Membership
2.2
Voting Membership
2.3
Voting Procedures
School of Education Structure and Organization………………………………………
3.1
Instructional Unit
3.2
Program Directors
3.3
Child and Family Study Center
3.4
Licensing, Assessment, and Clinical Placement
3.5
SOE Council
3.6 Standing and Ad Hoc Committees
3.6.1
Personnel Committees
3.6.2
Assessment Committee
3.6.3
Governance Committee
3.6.4
Scholarly Activities Support Committee
Function of SOE and Units……………………………………………………………
4.1
School of Education
4.2
Instructional Faculty and Staff Unit
4.2.1
Instructional faculty and staff
4.2.2.
Discipline Area Working Groups:
4.3
Program Directors
4.4
Child and Family Study Center
4.5
Licensing, Assessment and Clinical Placement
4.6
SOE Council
4.7
Standing and Ad-Hoc Committees
4.7.1
Unclassified faculty and staff Personnel Committees
4.7.1.1
Personnel Committee (see 3.6.1.1 for membership)
4.7.1.2
Tenure Committee
4.7.1.3
Recruitment Committee(s)
4.7.2
Assessment Committee
4.7.3
Governance Committee Evaluation of the Dean
4.7.3.2
Changes to the Bylaws
4.7.3.3
Provide input to the Dean regarding budget issues
4.7.3.4
Conflict Resolution
4.7.4 Scholarly Activities Support Committee
Coordinating Chair Selection…………………………………………………………
5.1
Selection
5.2
Evaluation of the Chair
5.3
Recommendation of Personal changes of Chair
School of Education and Unit Meetings……………………………………………...
Personnel Policies: School of Education…………………………………………….
7.1
SOE Personnel Profile
2
4
4
6
10
15
17
17
7.2
8.0
Performance Evaluations
7.2.1
Performance Evaluation-Faculty
7.2.2
Performance Evaluation-Instructional Academic Staff
7.3
Renewal & Non-Renewal of Faculty
7.2.1
Renewal of Faculty
7.2.2
Tenure
7.4
Promotion
7.5
Post Tenure Review
7.6
Sabbatical Leave
7.7
Emeritus Status
Performance Evaluation-Academic Staff……………………………………………..
8.1
Issuing, Renewal, Non-Renewal of Academic Staff on Rolling Horizon
Contracts
3
21
SCHOOL OF EDUCATION
The School of Education is the organizational unit responsible for professional education
programs at both graduate and undergraduate levels. Its By-Laws define and describe the roles
and responsibilities of unclassified SOE personnel, and procedures for School governance. The
By-Laws regarding the roles, responsibilities, and procedures are in accordance with the UWStout Faculty/Academic Staff/Limited Appointees Handbook.
http://www.uwstout.edu/hr/unclasshandbook/unclasshndbktoc.htm.
1.0
School of Education Mission
The mission of the School of Education is to provide exemplary teaching, research, and service
to ensure that graduates of the School become successful and effective leaders and educators in
their chosen professional discipline.
To meet the SOE mission, faculty and staff are expected to:
1. Foster the development of education professionals who engage in reflective practice.
2. Provide program curricula that reflect diversity, research, theory and best practice.
3. Align program outcomes with state and national education standards.
4. Recruit, support and retain a diverse faculty/staff who model best practices in professional
education.
5. Advance educational scholarship and research at the university, local, state, national and
international levels.
6. Collaborate with PK-12 schools, universities, technical colleges, educational agencies,
professional associations, and communities to improve teaching and learning.
7. Engage in leadership and service to the university, local, state, national and international
professional organizations.
2.0
Membership of the School of Education
(UWS 3.01, 2/1/75)
Appointments to the faculty are either tenure or probationary appointments.
Faculty appointments carry the following titles: professor, associate professor, or assistant
professor.
a. “Tenure appointment" means an appointment for an unlimited period granted to a ranked
faculty member by the board upon the affirmative recommendation of the appropriate
academic department, or its functional equivalent, and the chancellor of an institution via
the president of the system.
b. "Probationary appointment" means an appointment by the board upon the affirmative
recommendation of the appropriate academic department, or its functional equivalent,
and the chancellor of an institution and held by a faculty member during the period,
which may precede a decision on a tenure appointment.
4
Academic staff appointments may be fixed term, probationary, or indefinite. An
appointment shall be limited to an operational area specified at the time of the
appointment and shall not carry rights beyond that limitation.
2.1
General Membership
The unclassified members of the School of Education shall include all faculty, academic
staff, visiting or adjunct professors, graduate assistants, emeritus faculty, and other retired
members of the School.
2.2
Voting Membership
To be a voting member of the School of Education, individuals must be either faculty
members who hold tenure or on a probationary tenure track in the School or academic
staff with an assignment in the School. Additionally, all voting members must hold a
budgetary position of at least 50% (.5 FTE) allocation in the School or have an
instructional assignment of 50% (.5 FTE) or greater or be tenured in the School and hold
a limited term concurrent appointment.
All voting members of the School are expected to attend and encouraged to participate in
scheduled School meetings.
2.3
Voting Procedures
A quorum is needed for all legislative and governance decisions. A quorum is defined by
a simple majority (more than half) of the voting members of the School or unit in which
the vote is occurring. A simple majority is needed for any voting procedure (more than
half of the voting members).
The Coordinating Chair can create or break a tie by casting a vote, as long as he/she has
not previously voted on the measure before the membership or if there is a conflict of
interest in casting a vote.
An absentee ballot may be requested or a proxy may be designated (in writing) by any
voting member of the School of Education or committee who cannot be present at
School, unit or committee meeting where a vote on a governance issue will be cast.
Absentee ballot requests and proxy designations must take place prior to the meeting
being called to order.
No member may vote on his/her own evaluation or renewal/non-renewal decision.
In cases where a majority of the vote is required, an abstention has the same effect as a
negative vote.
5
The Administrative Assistant to the Dean records the minutes of School meetings and
copies are distributed to School members and the Dean. Minutes of all School meetings
are kept on permanent file in the School of Education office.
3.0
School of Education Structure and Organization
It is the right and responsibilities of members of the School of Education to participate in the
governance of the School appropriate to their appointment.
To enhance inclusive planning and development, the School of Education will function as a
body of the whole except as noted in the by-laws and organizational chart.
The instructional faculty and staff unit will function as a department equivalent for
representation on Faculty Senate, Planning and Review Committee, Curriculum and
Instruction committee; all curriculum matters; selection of the Coordinating Chair;
Governance Committee, and personnel matters of evaluation, renewal/non-renewal,
promotion, and tenure.
For purposes of representation on Faculty Senate, at least one representative will be elected from
the graduate faculty (50% or more graduate assignment) voting members and at least one
representative from the undergraduate faculty voting members.
For purposes of representation on Academic Staff Senate, representative(s) will be elected from
the academic staff voting members of the School.
For purposes of representation on the university Planning and Review Committee,
representative(s) will be elected from instructional faculty and academic staff voting members.
For purposes or representation on the university Curriculum and Instruction Committee, two
representatives will be elected from all instructional faculty and academic staff voting members
(one with 50% or more graduate assignment and one with 50% or more undergraduate
assignment).
The structure and organization of SOE is as follows. The functions of the SOE and units are
detailed in section 4.0. (See Appendix A for the organizational chart.)
3.7
Instructional Unit
The instructional faculty and staff include those individuals providing foundation and
core coursework in all of the current and future undergraduate and graduate professional
education programs (undergraduate programs in Art Education, Career and Technical
Education, Early Childhood Education, Family and Consumer Sciences Education,
Marketing/Business Education, Special Education, Technology Education, and graduate
programs in School Psychology, Industrial/Technology Education, Career/Technical
Education, School Guidance and Counseling, and Education). The instructional faculty
and staff report directly to the Coordinating Chair of Education. The Chair reports
6
directly to the Dean of SOE. Instructional faculty and academic staff will function as a
department equivalent for the purposes of selection of the Coordinating Chair and for all
instructional personnel matters (profiling, performance evaluation, renewal/non-renewal,
promotion, tenure, recruitment and hiring) as described in section 4.0, and within
discipline area and course working groups to fulfill the functions as described in section
4.0. The Coordinating Chair will convene and chair all meetings of instructional faculty
and academic staff.
Discipline area working groups shall be composed of individuals teaching coursework
specific to that discipline area or in two related discipline areas at any given time:
ARTED; CTE; ECE; EDUC; FCSE; MEBE; SPSY and SCOUN; SPED; TECED.
Collaborative and advisory ad hoc members of discipline area working groups will
include any other instructional faculty and staff from SOE or from departments teaching
content courses that are critical for completion of the functions noted in 4.0, as
determined by the members of each discipline area working group. The groups shall be
convened by the Program Director or a discipline area lead person selected by the group
and will meet to fulfill the functions as described in section 4.0.
3.8
Program Directors
The School of Education includes Program Directors of all current and future
professional education programs. Program Directors report directly to the Dean of SOE.
Program Directors will meet together on an as-needed basis. Group meetings of Program
Directors will be convened and chaired by the Dean.
3.3.
Child and Family Study Center
The School of Education includes the Child and Family Study Center (CFSC). All
faculty, staff, and classified individuals who hold an appointment to the CFSC report
directly to the Director of the CFSC. The Director reports directly to the Dean of SOE.
Individuals with appointments to the CFSC will meet together with the Early Childhood
faculty and function as a sub-unit for the purposes of planning and delivery of services,
personnel profiling and other personnel matters specific to CFSC as described in section
4.0. Meetings will be convened and chaired by the Director of the CFSC.
3.4
Licensing, Assessment, and Clinical Placement
The School of Education includes the center for Licensing, Assessment, and Clinical
Placement (LACP). All staff in LACP report directly to the Dean of SOE. Individuals
with appointments to LACP will meet together on an as-needed basis to fulfill the
functions as described in section 4.0. Group meetings of LACP staff will be convened
and chaired by the Dean.
7
3.5
SOE Council
The School of Education Council serves in an advisory capacity to the Dean of SOE.
The SOE Council includes the Coordinating Chair, Chair of the Personnel Committee,
Chair of the Governance Committee, a representative of the Education Foundations
discipline group selected by that discipline area, a representative from Licensing,
Assessment and Clinical Placement appointed by the Dean, and all Program Directors.
Representatives to the Council are all members of one or more units noted in 3.1-3.4 and
report accordingly. The SOE Council will meet on a regular basis to fulfill the functions
as described in section 4.0. Council meetings will be convened and chaired by the Dean.
3.6
Standing and Ad Hoc Committees
Standing and Ad Hoc Committees will be formed to carry out the governance, academic
and educational activities, and personnel matters that are the responsibility of the faculty
and staff. Standing and Ad Hoc Committees will meet on an as-needed basis.
Committee meetings will be convened and chaired by a chairperson selected by the
committee. The Coordinating Chair serves as an ex-officio member of committees.
Election to committees requires full academic year participation, or until tasks are
completed. Committees will be formed by self-nomination, peer nomination, or volunteer
upon being called by the Chair. Voting for committee membership will be called after
nominations have been closed. A simple majority vote will be considered sufficient for
committee election.
All committees will function in accordance with all UW-System and UW-Stout and
School guidelines, including the Wisconsin Open Meeting Law. Robert’s Rules of Order
will apply. Committees will elect a Chair at their first meeting with a simple majority
vote by committee members present. Each committee is to designate a recorder of
meeting minutes.
New ad-hoc committees may be formed by the Dean or Chair or by a majority vote by
voting faculty/staff present at a SOE meeting. The individual or body forming the ad-hoc
committee will be responsible for organizing the committee and submitting a written
charge to the committee.
Formation of new standing committees requires an amendment to the SOE by-laws.
3.6.1
Personnel Committees
3.6.1.1
The instructional faculty and staff Personnel committee shall consist of six elected
tenured instructional faculty members who represent a minimum of three different
8
discipline areas within the School of Education. The duration of a term is for two
years on a staggered basis. No faculty may serve on a Personnel Committee
during the period in which his/her application for promotion, tenure, or sabbatical
is under consideration. The Personnel Committee will perform the functions as
noted in section 4.0.
3.6.1.2
The instructional faculty and staff Tenure Committee will consist of all tenured
members of the SOE and will perform the functions as noted in section 4.0.
3.6.1.3
The instructional faculty and staff Recruitment Committee(s) will consist of
minimally one member of the Personnel committee, the Coordinating Chair, and a
minimum of three instructional voting members of SOE without regard to status.
Two members should be from the discipline area in which the recruited individual
will be teaching and one from another discipline area. In cases where content
courses are housed outside of SOE, an additional member of the search and screen
committee shall be from the discipline content department. There will be a
recruitment committee formed for each instructional faculty or staff hire other
than adjunct or emergencies hires which are the responsibility of the Coordinating
Chair. All faculty and staff from the discipline area will be consulted regarding
adjunct and emergency hires whenever possible.
3.6.1.4
Emergency hires should be made only after consultation with the faculty in the
area. The tenure faculty in the disciplinary area should evaluate these hires.
3.6.2
Assessment Committee
The committee will be made up of each program director (or his/her designated
representative), a representative from the EDUC disciplinary area, and a Dean’s
designee. The Dean’s designee will chair the committee.
3.6.3
Governance Committee
The instructional faculty and staff Governance Committee will consist of a faculty
representative from each discipline area working group. Each discipline area working
group will determine how to select their representative to the Governance Committee.
The organizational meeting of the Governance Committee will be convened by the
dean for the purpose of the Governance Committee electing a chair from among the
membership. Initially half of the members will serve a one year term and half of the
members will serve a two year term as determined by the Governance Committee
9
members. Beginning in 2004-05 all members will serve a two-year term so that
membership will be staggered.
3.6.4
Scholarly Activities Support Committee
The SASC will consist of three tenured faculty and two probationary faculty. Each
member will serve a two-year term. Initially, half of the members will serve a twoyear term as determined by the Scholarly Activities Support Committee. Beginning
in 2004-05, all members will serve a two-year term so that membership is staggered.
4.0
Function of SOE and Units
4.1
School of Education
All members of the School of Education shall meet as needed to develop, review, revise,
and execute the SOE mission and goals. These functions will include, but are not limited
to, the following:
1.
2.
3.
4.
5.
6.
7.
8.
4.2
Emphasize and support scholarly activity.
Approve SOE by-laws.
Select representatives to the committees identified in 3.0.
Participate in professional faculty and staff development.
Prepare for, secure, and maintain accreditation.
Participate in the development of professional education initiatives, including but
not limited to program development and outreach.
Respond to requests for involvement in professional education initiatives,
including but not limited to PK-16 institution collaborative activities.
Participate in collaborative activities across SOE and with other UW-Stout
colleges and departments.
Instructional Faculty and Staff Unit
4.3.1
Instructional faculty and staff
Instructional faculty and staff shall meet as needed to fulfill the following functions:
1. Select individuals to serve on committees as noted in 3.0.
2. Provide/respond to feedback from committee representatives.
3. Recommend a Coordinating Chair
4. Review and respond to schedule of courses proposed by discipline and course
working groups
5. Participate in collaborative activities across discipline area working groups
6. Review all curriculum (course proposals and revisions, program revisions, new
program development, etc.)
10
4.2.2.
Discipline Area Working Groups:
(ARTED, CTE, ECE, EDUC, FCSE, MEBE, SPSY/SCOUN, SPED, TECED)
The groups will meet as needed to fulfill the following functions, minimally once per
month:
1. Develop a course matrix identifying the number of sections needed of each course
each year and a recommended distribution of those sections across fall, winterim,
spring, and summer. The number of sections needed should be based on the
average enrollment for the past two years and projected needs based on program
development and revisions, enrollment projections, input from program directors
that utilize the coursework, etc.
2. Select a designated member of the group to consult with departments in other
colleges and other discipline area working groups providing coursework required
in the major(s) to propose a schedule of discipline specific courses and
instructional assignments to the coordinating chair.
3. In conjunction with the Program Director(s) and Program Advisory Committee(s)
or discipline area lead person, develop long and short-term goals related to
ongoing development of the discipline.
4. Assist in the development, implementation and alignment of an assessment
system in major(s) related to the discipline area.
5. In conjunction with the Program Director(s) and Program Advisory Committee(s)
or discipline area lead person, profile the expertise and credentials of individuals
needed in the discipline area. Consistent with UWS 3.02 the profiles will take into
account accreditation concerns (for example, doctoral requirements or other
appropriate terminal degrees), market concerns, enrollment, the need for current
expertise, and the identification of core or ongoing positions. Forward a
description of personnel resource needs to the Personnel Committee and
Coordinating Chair at least annually.
6. Select SOE Governance Committee representative. Provide feedback to
representative on regular basis.
7. Align the course objectives to current accreditation standards.
8. Other functions as determined by the working group e.g. screening and selection
of applicants to programs served by the discipline area, membership on program
advisory committees, development/delivery of sub-majors (certificate programs,
minors, Continuing Education offerings etc.).
4.4
Program Directors
Program Director functions include advisement, recruitment, accreditation, program
development and assessment. Program directors may be called together by the Dean on
an as-needed basis or as an ad-hoc sub-unit to coordinate these functions.
4.4
Child and Family Study Center
The Child and Family Study Center functions as a laboratory school in the School of
Education. It provides programming for children of university students, university
11
faculty, and the community at large. Child and Family Study Center Staff will meet
regularly with the director to fulfill the needs of the Center. The Director and staff will
also meet with Early Childhood Education faculty to establish and maintain congruence
between theory, research, and practice. Staff may be called together by the Dean on an as
needed basis.
4.5
Licensing, Assessment and Clinical Placement
The functions of the licensing, assessment, and clinical placement staff are those of
licensing, monitoring student records, coordinating assessment activities, and making
clinical placements. LACP staff may be called together by the Dean to plan and fulfill
these functions.
4.6
SOE Council
The Council shall advise the Dean in matters of concern to the School of Education,
including but not limited to:
1. Distribution of resources and other budgetary concerns
2. Accreditation
3. Personnel needs
4. Academic planning
4.7
Standing and Ad-Hoc Committees
4.7.1
Unclassified faculty and staff Personnel Committees
4.7.1.1
Personnel Committee (see 3.6.1.1 for membership)
The Personnel Committee is responsible for those unclassified personnel matters
which by System or university policies require faculty and staff involvement,
including the following functions:
1. Profile personnel resources and needs
2. Develop a mechanism for regular updating of the Personnel Profiles
3. Renewal and non-renewal
4. Performance evaluation of faculty
5. Promotion of faculty
6. Oversee Coordinating Chair selection
(See Section 7.0 for a complete description of personnel rules and procedures)
4.7.1.2
Tenure Committee
The Tenure Committee is responsible only for tenure issues. See Section 7.0 for a
complete description of personnel rules and procedures.
12
4.7.1.3
Recruitment Committee(s)
The Recruitment Committee is responsible for developing and implementing a
procedure for recruitment and hiring of new instructional personnel. See Section
7.0 for a complete description of the personnel rules and procedures.
4.7.2
Assessment Committee
The Assessment Committee is responsible for development of a plan to review and
implement student assessment and collaborate with faculty/staff and personnel
committees.
1. Develop, review, and revise, as needed a uniform rubric to be used to evaluate
student e-Portfolios / portfolios.
2. Mentor instructional faculty and staff on how to evaluate artifacts students
develop for their e-portfolios.
4.7.3
Governance Committee
The Governance Committee will represent instructional faculty and staff in all
governance issues and activities, including (but not limited to):
1. Develop and oversee a mechanism for faculty and staff input on performance
evaluations and recommending personnel changes of the dean, coordinating chair,
and program directors.
2. Review for and recommend to instructional faculty and staff changes in bylaws as
needed.
3. Provide input to the dean regarding budgetary issues.
4. Oversee implementation of procedures for the resolution of conflict between
faculty or staff members and the dean or coordinating chair.
4.7.3.1
Evaluation of the Dean
The Dean shall be evaluated by the faculty/staff of SOE every other year,
according to Faculty Senate. Forms will be provided by the Faculty Senate in the
early spring and be distributed to all faculty/staff. A summary of input can be
provided by the Chair of the Faculty Senate.
Recommendation of personal changes of Dean
Any SOE faculty and/or staff who wish to recommend personnel changes of the
Dean with a vote of no-confidence should forward their request and rationale in
writing to the Chair of the Governance committee. A vote of no-confidence
request should take place after discussions with the Dean have not proved
successful. The Governance committee shall inform the Dean and Provost within
5 days of the request for a vote of no confidence. The Governance Committee
shall call a special meeting for the purpose of the Dean presenting his or her
position. A vote by ballot shall take place with all instructional faculty and staff
13
on whether to withdraw the request or proceed with a vote. A simple majority of
votes of eligible voters will be required to proceed with the next process.
If a request for a vote of no confidence is withdrawn by the voting membership,
the recommendation to the Provost shall not move forward.
If a request for a vote of no confidence is not withdrawn, the Governance
Committee shall distribute ballots to all SOE faculty and staff and carry out the
process. The Governance committee shall tally the votes and report the outcome
in writing to the Dean and Provost within 5 days of the receipt all ballots.
Recommendation of personal changes of Program Director
The Dean shall recommend personnel changes of program directors as Program
Directors report to the Dean.
If a Program Director is selected as SOE Chair, he/she will resign from either
position due to a conflict of interest.
4.7.3.2
Changes to the Bylaws
Any SOE faculty or staff can suggest changes to the SOE by-laws. This request
must be in writing and sent to the Chair of the Governance committee. A copy of
the by-laws with the proposed changes shall be forwarded to all faculty and staff
for review. The proposed changes of the by-laws require a public hearing and vote
at the SOE faculty/staff meeting. Accepted changes will be noted in the by-laws
within 5 days.
4.7.4.3
Provide input to the Dean regarding budget issues
The Governance committee shall request from all SOE faculty and staff any
budgetary requests during the fall semester for the following academic year.
Budgetary requests may include, but are not limited to, equipment, supplies, and
other facility/classroom needs that are not covered by program director funds.
Individual faculty or working groups may submit a request. Budget requests and
rationale must be sent to the Chair of the Governance Committee in writing. All
requests will be sent to the Dean for review.
4.7.4.4
Conflict Resolution
SOE Faculty who have conflicts should meet together to resolve their personal
and/or professional differences. If a conflict persists, and the conflict interrupts
work responsibilities for either party, a mediation should occur between the
faculty/staff and Coordinating Chair. A written plan of action by the parties and
approved by the Chair should result from this meeting. If this cannot occur,
mediation between the faculty/staff and Dean of SOE should occur. A written
14
plan of action by the parties and approved by the Dean should result from this
meeting. Should all these processes prove not to be successful the parties should
follow UWS 6.01 and 6.02 regarding complaints and grievances.
4.7.4
Scholarly Activities Support Committee
The Scholarly Activities Support Committee provides leadership in creating and
maintaining a culture of scholarship in the School of Education. The committee will
develop a plan, which makes it possible for faculty to engage in ongoing scholarly
activity.
5.0
Coordinating Chair Selection
5.1
Selection
The selection process for the Coordinating Chair will begin the second semester of the
Coordinating Chair's third term for the next academic year. The process will begin at a
specially scheduled meeting of the instructional faculty and staff of the School.
Because only the instructional faculty and staff report to the Coordinating Chair, only
faculty and staff holding an instructional assignment are eligible to vote on selection of
the Coordinating Chair.
This being a personnel issue, all voting members with a 50% (.5 FTE) or more
appointment and voting members on temporary leave will be provided an opportunity to
vote through an anonymous written ballot.
Persons interested in becoming the Coordinating Chair will be a tenured faculty member
and have had a minimum of 3 years of teaching experience. The applicant will have no
other appointment that has a conflict of interest with the departmental duties. Any issues
regarding potential conflict of interest should be raised and addressed during the process
of the selection of the recommended Coordinating Chair. In addition, the applicant needs
to hold a 1.0 FTE appointment in the School of Education.
Persons interested in being Coordinating Chair will submit a letter of interest to the Chair
of the Personnel Committee who serves as the Chair of the entire selection process.
Each person interested in being Coordinating Chair shall have an opportunity to make an
initial statement at a specially called meeting of the instructional faculty and staff,
followed by an opportunity for questions and answers. Discussion of candidates by all
faculty and staff will occur.
Each person interested in being Coordinating Chair will have his/her name placed on a
ballot with the following blanks: "Yes", or "No." Each person who receives more "Yes"
than "No" votes will continue in the Department Coordinating Chair selection process
until one person receives a simple majority of votes. Discussion of candidates by all
15
faculty and staff may occur.
A simple majority of votes of eligible voters will be required for the selection of
recommendation for Chair. The Governance Committee is responsible for tallying the
votes and reporting the outcome.
The Chair of the Personnel Committee shall forward the name of the recommended
Coordinating Chair to the Dean. If the Dean finds the recommendation unacceptable, he
or she will inform the instructional faculty and staff in writing. The Dean may then
request additional recommendations from within the instructional faculty and staff, in
which case the process will be repeated, or the Dean may specify an outside search for
candidates. Prior to selection of a new chair, the Dean may name an Acting Chair.
The term of office shall be for three years and shall begin the next academic year,
preferably at the beginning of Summer Session. The Coordinating Chair can hold up to
two consecutive terms and then must vacate the office for at least one year before
becoming eligible.
In the event of an emergency, the Dean may select an acting chair or request an acting
chair recommendation from the instructional voting faculty and staff at a specially called
meeting at which procedures outlined previously will be followed. An acting chair will
serve until the new Coordinating Chairperson formally assumes responsibility.
In the case of an external search for Coordinating Chair, the regular Department
recruitment procedures will be followed through the on-campus interview process.
Voting on outside candidates will follow the procedures outlined in the preceding steps.
5.2 Evaluation of the Chair
In accordance with the SOE By-Laws 5.0 the term of the Chair of SOE is 3 years. The
Chair shall be evaluated by SOE faculty and staff on a yearly basis during the spring
semester. Forms for the evaluation of the Chair that have been approved by the SOE
faculty/staff shall be distributed by the Governance Committee to all faculty and staffing
the spring semester. Completed evaluations will be returned to the Chair of the
Governance Committee and will then be forwarded to the Dean. A summary of input will
be distributed to all instructional faculty and staff.
5.3 Recommendation of Personal changes of Chair
Any SOE faculty or staff or voting members with a 50% (.5FTE) or more appointment
who wish to recommend personnel changes of the Chair with a vote of no confidence
should forward their request and rationale in writing to the Chair of the Governance
committee.
A vote of no-confidence should take place only after matters concerning the recall have
been unsuccessfully resolved. The Governance committee shall inform the Chair, Dean
16
and Chair of the Personnel Committee within 5 days of a request for a vote of noconfidence.
A special faculty meeting will be called for purpose of discussion and consideration of
the recall. The Chair shall provide a position statement to all faculty in writing at least 24
hrs. before this meeting. This meeting should be called within 10 days of the request for a
vote of no-confidence. The Chair will present his/her position in person at this meeting. A
vote by ballot shall take place with all instructional faculty and staff on whether to
withdraw the request or proceed with a vote. A simple majority of votes of eligible voters
will be required to proceed with the next process.
If a request for a vote of no confidence is withdrawn by the voting membership, the Chair
shall remain in office.
If a request for a vote of no confidence is not withdrawn, the Governance committee shall
distribute ballots to all voting SOE instructional faculty and staff and carry out the
process. The ballots shall note the following options: “Yes” or “No.” A simple majority
of votes of eligible voters will be required for a vote of no-confidence.
The Governance committee shall meet and tally the votes and report the outcome in
writing to the Personnel Committee Chair, the SOE Chair, and the Dean within 5 days of
the receipt of all ballots. The Personnel Committee shall then be responsible for meeting
and recommending in writing the removal of the Chair to the Dean. This recommendation
to the Dean of SOE should occur within 10 days after the vote of no confidence.
The Personnel Committee shall then recommend names for a new Department Chair from
interested faculty/staff. Selection process for a new Chair should begin during the
semester of a vote of no-confidence. Selection of a new chair should follow section 5.1 of
the SOE By-laws.
If the SOE Chair is assigned duties as a SOE program director while in the position of
Chair, he/she will resign from either position due to a conflict of interest. He/she will
submit a letter of resignation in writing to the Dean. Procedures for replacing either the
Chair or the Program Director will follow the SOE Bylaws.
6.0
School of Education and Unit Meetings
(Under Review)
7.0
Personnel Policies: School of Education
The School of Education will adhere to UW-Stout Personnel Policies as presented in the UWStout Faculty/Staff Handbook and will refer to the handbook when making decisions about
personnel policies or procedures.
7.1
SOE Personnel Profile
17
1. The Coordinating Chair is charged with the responsibility of creating and then
updating the Profile annually and presenting it to the Personnel Committee.
2. The Personnel Committee is charged with reviewing with the Profile.
7.2
Performance Evaluations
7.2.3
Performance Evaluation-Faculty
1. The Dean and coordinating chair are responsible for the process of performance
evaluation of faculty.
2. The coordinating chair is responsible for reviewing each probationary faculty
member’s performance each year and for tenured faculty up for post-tenure
review.
3. Evidence of performance: documentation of excellence in teaching,
research/scholarly activity, and service will be submitted by the Faculty member.
4. The coordinating chair will observe classroom teaching of probationary faculty
members and faculty up for post-tenure review. The coordinating chair will meet
with the SOE Personnel Committee regarding performance evaluation prior to
meeting individually with probationary faculty members whose performance is
being evaluated.
5. Performance evaluations recommendations are discussed with the SOE Personnel
Committee and are one factor in the renewal and tenure process. Performance
evaluations occur in conjunction with the Personnel Committee’s
recommendation for renewal.
6. Each faculty member’s performance will be rated as: Meritorious, within, or
below.
7.2.4
Performance Evaluation-Instructional Academic Staff
1. The Dean and coordinating chair are responsible for the process of performance
evaluation of academic staff.
2. Evidence of performance: documentation of excellence in teaching and/or other
aspects of their position description.
3. The coordinating chair will observe classroom teaching of academic staff
members.
4. The SOE Personnel committee will give input to the coordinating chair regarding
performance evaluation of academic staff.
7.3
Renewal & Non-Renewal of Faculty
7.3.1
Renewal of Faculty
1. The personnel committee, SOE, is the decision-making body for renewal
recommendations of faculty. The SOE Personnel Committee will make
18
2.
3.
4.
5.
6.
7.
renewal/non-renewal recommendations in accordance with UW-System and UWStout rules.
Over time, probationary faculty members are expected to show representation of
three areas: teaching, research/scholarly activity, and service.
Teaching expectations: Probationary faculty will demonstrate excellence in
teaching.
Research/ Scholarly Activity Expectations: Probationary faculty will
demonstrate the ability to engage in research/scholarly activity substantiated
by publication and/or dissemination of the work.
Service expectations: faculty will engage in professional service in discipline
areas. Service activities may also be provided but is not limited to
professional organizations, SOE, the University, and Pre-K-16 collaborative
relationships.
Multiple sources of evidence used in the renewal process include: an updated
professional vita, annual observations of teaching by coordinating chair and two
peers, appointed by SOE Personnel Committee (one within the discipline if
possible), development of course materials and course assessments, evaluations of
teaching and supervision by students and cooperating teachers, evidence of
student outcomes, documentation of scholarly activity (the actual article for
example), and of service activities. SOE Personnel Committee may request
supplementary information to clarify evidence presented and or to reconcile
discrepancies.
Peer evaluations of classroom performance
a. Observer and probationary faculty member will consult before and after
the observation
b. Written input from tenured members of SOE using the form developed by
SOE Personnel Committee.
Development of course materials and assessment includes: course syllabi,
assessment materials, and examples of student outcomes.
Student course evaluations
a. Will be conducted in accordance with UW-Stout policies/procedures.
b. The SOE course evaluation form will be used.
c. Student course evaluations will be conducted for each course each term
for probationary faculty members.
The person being reviewed is to be provided written notice and the opportunity to
present information in compliance with UWS 3.06.
Both personnel resource needs and an individual’s performance in the decision for
renewal or non-renewal will be considered in renewal decisions. SOE Personnel
will use the Personnel Profile developed by the coordinating chair for information
on personnel resource needs.
Vote: a simple majority affirmative vote is required for a recommendation for
renewal.
In the event of a non-renewal recommendation the procedures specified in UWS
3.07 shall be followed.
19
7.3.2
Tenure
1. Decision-making: The Tenure Committee makes recommendations for tenure
based on evidence submitted by faculty members applying for tenure in
accordance with the UW-Stout faculty handbook.
2. Criteria used in these recommendations parallel criteria used in the renewal
process.
3. Multiple sources of evidence used in this tenure process parallel those used in the
renewal process along with performance evaluations conducted by the
coordinating chair.
4. Vote: a two-thirds affirmative vote is required for a recommendation for tenure.
7.4
Promotion
1. Promotion is a recognition given to a faculty member by colleagues for excellence in
teaching, research/scholarly activity, and service. The promoted individual is
expected to continue to make contributions worthy of emulation by colleagues (UWS
Handbook). The School of Education will follow policies and procedures outlined in
the UWS Handbook regarding faculty promotion.
2. Level I SOE Promotion Committee
The SOE Personnel Committee shall serve as the Level 1 Promotion Committee in
the School of Education.
3. Level II SOE Promotion Committee
All tenured SOE faculty who are not members of the Personnel Committee or who
are not applying for promotion will serve as the Level II SOE Promotion Committee.
7.5
Post Tenure Review
The SOE will follow UWS Post-Tenure Review Policies, as approved by the Faculty
Senate and approved by the Chancellor.
1. The coordinating chair in SOE has the responsibility for carrying out the process for
post-tenure reviews. If the coordinating chair is a tenured faculty member, then the
chair will also review and evaluate the tenured faculty member’s performance and
assign a performance rating. If the coordinating chair is not a tenured faculty
member, then the responsibility for reviewing the performance of tenured faculty
members rests with the SOE Personnel Committee.
2. Criteria used in the post-tenure review process will parallel those used in renewal and
tenure decisions; i.e., the faculty member’s review will be based on excellence in
teaching, scholarly activity, and service.
3. Tenured faculty members’ performance in teaching, scholarly activity, and service
will be reviewed at least once every five years. More frequent reviews may take
20
place at the request of the faculty member, the person responsible for doing the posttenure review, or the SOE Personnel Committee.
4. Tenured faculty members, working with the coordinating chair, develop performance
objectives for a specific time period. The evaluation time period used to measure the
tenured faculty member’s performance should directly correspond to the individual’s
performance objectives for a specific span of time.
7.6
Sabbatical Leave
The School of Education views sabbaticals as integral to professional development and as
recognition for excellence in teaching, scholarly activity, and service. The SOE will
follow eligibility requirements outlined in the Faculty/Staff handbook. In addition,
requests for sabbaticals using department funds must be approved by the SOE Personnel
Committee.
7.7
Emeritus Status
The SOE Personnel Committee will vote to recommend emeritus status to a
faculty/academic staff member who is retiring. A majority affirmative vote is required.
8.0 Performance Evaluation-Academic Staff
1. The coordinating chair is responsible for the process of performance evaluation of academic
staff (UW-Stout faculty handbook, 3-212, only the chair).
2. Evidence of performance: documentation of excellence in teaching and/or other aspects of
their position description.
3. The coordinating chair will observe classroom teaching of rolling horizon academic staff
members.
4. Performance evaluation recommendations are presented to the SOE Personnel Committee so
that the SOE Personnel Committee can give input to the chair.
8.1
Issuing, Renewal, Non-Renewal of Academic Staff on Rolling Horizon
Contracts
1. The SOE personnel committee is the decision making body for issuing and renewals
of academic staff on rolling horizons contacts. SOE Personnel Committee will make
renewal/non-renewal decisions in accordance with UW-System and UW-Stout rules
(UW-Stout handbook 3-212).
2. Academic staffs’ primary responsibility is teaching. The expectation is that academic
staff will demonstrate in teaching. Specific performance standards are provided in the
SOE Academic Staff job description.
3. The person being reviewed is to be provided written notice and the opportunity to
present information in compliance with UWS 3.06.
4. All faculty member of SOE are responsible for giving input on the renewal of
academic staff on rolling horizon contracts.
21
5. Both personnel resource needs and an individual’s performance in the decision for
renewal or non-renewal will be considered in renewal decisions. SOE Personnel will
use the Personnel Profile developed by the coordinating chair for information on
personnel resource needs.
6. Vote: a simple majority affirmative vote is required for a recommendation for
renewal or non-renewal.
7. In the event of a non-renewal recommendation, the procedures specified in UWS 3.07
shall be followed.
Multiple sources of evidence used in the renewal process include: an updated
professional vita, annual observations of teaching by coordinating chair and two peers,
appointed by the SOE Personnel Committee (one within the discipline if possible),
development of course materials and assessment, and evaluations of teaching and
supervision by students and cooperating teachers. The SOE Personnel Committee may
request supplementary information to clarify evidence presented and/or to reconcile
discrepancies.
Peer evaluations of classroom performance
a. Observer and probationary academic staff member will consult after the
observation.
b. Written input is sought from all faculty members of SOE using the form
developed by SOE Personnel Committee.
Development of course materials and assessment includes: course syllabi,
assessment materials, and examples of student outcomes.
Student course evaluations
a. Will be conducted in accordance with UW-Stout policies/procedures.
b. The SOE course evaluation form will be used.
c. Student course evaluations will be conducted for each course each term for
rolling horizon academic staff members.
22
School of Education
Appendix E
2003-2004 Directory
Administration
Jax, Judy, Dean ......................................... 267B HE
1088
Support Staff:
Hass, Debbie .......Administrative Coordinator ............. 267
HE
4088
Hasse, Jackie ......Budget Coordinator ..................... 267
HE
2678
Fax .................................................................... 268
HE
1244
Licensing, Assessment, & Clinical Placement Staff
DeRusha, Tracy ..Clinical Placement ....................... 267
HE
2474
Hass, Debbie .......Licensing Coordinator .................. 267
HE
4088
Hayden, Tiffany ................................................. 267
HE
1088
Klefstad, Jill, Asst. to the Dean .......................... 267D HE
2345
*Portfolio and Assessment
Merritt, Kari ..........Clinical Placement ....................... 224
HE
1169
Undergraduate Program Directors
Zirkle Brouillard, Denise .................................... 402
McCalmont
2599
Dulin, Heather ........ grad asst ............................. 281
TW
5263
2160
Cheatham, Al .................................................... 423
McCalmont
Cretsinger, Matt...... grad asst ............................. 408
McCalmont
1305
Cruz, Hector ...................................................... 430
McCalmont
2556
Cunico, Brea .......... grad asst ............................. 422
McCalmont
2182
Diercks, Barbie ....... grad asst ............................. 408
McCalmont
1305
Ellison, William .................................................. 224
Emery, Kristine ....... grad asst ............................. 408
Fenske, Carolyn ................................................ 143
AA
McCalmont
HE
2256
1305
2792
Flom, Barbara ................................................... 403
McCalmont
1343
Frederick, Sarah..... grad asst ............................. 422
McCalmont
1305
Galloy, Mike ...................................................... 148
CT
2163
Gillespie, Kisten ..... grad asst ............................. 422
McCalmont
1305
Gillett, Amy ........................................................ 427
McCalmont
2680
Haid, Woody ..................................................... 225N AA
1445
Haltinner, Urs .................................................... 102
CT
1493
Galloy, Mike…Career, Technical Education & Training .. 148
CT
2163
Herr, Judy ......................................................... 119
HE
2486
Haltinner, Urs….Marketing and Business Education ..... 102
CT
1493
Hofland, Ruth .................................................... 144
HE
1405
Herr, Judy…………Early Childhood Education........... 119
HE
2486
Klein, Sheri ........................................................ 421
* Merritt, Kari…………Student advisor. ................ 224
HE
1169
Klemme, Diane.................................................. 120
Hopkins-Best, Mary…….Special Education............. 250E VR
1168
Lamon, Kelly ..................................................... 407
McCalmont
2569
Klein, Sheri……………….Art Education ................. 421
McCalmont
2196
LaVenture, Lynn ................................................ 425
McCalmont
2679
Klemme, Diane…Family & Consumer Sciences Educ... 120
HE
2546
Lee, Howard ...................................................... 225A AA
1251
Welty, Ken…………..Technology Education ............. 224D CT
1206
Lesniak, Jennifer .... grad asst ............................. 404
McCalmont
1663
Maricle, Denise ................................................. 413
McCalmont
2229
Marine, Rebecca ............................................... 410
McCalmont
Graduate Program Directors
Hopkins-Best, Mary ........... Education ................. 267
HE
2196
2546
2495
2657
Marion, Marian .................................................. 101
2599
McAlister, Brian ................................................. 224B CT
5609
1251
McDonald, Terry................................................ 422 McCalmont
1305
McAlister, Brian….Industrial/Technology Education ..... 224B CT
5609
Mooney, Carol ................................................... 280B TW
1444
Weissenburger, Jacalyn…..School Psychology ....... 409
1326
Nyland, Ruth ..................................................... 428
McCalmont
1310
Orme, Scott ....................................................... 411
McCalmont
2204
Parkhurst, Howard ............................................ 424
McCalmont
1600
Peerenboom, Tim... grad asst ............................. 408
McCalmont
1305
Zirkle Brouillard, Denise…Guidance & Counseling ... 402
HE
McCalmont
McCalmont
Lee, Howard……..Career & Technical Education ........ 225A AA
McCalmont
Instructional Faculty/Staff
Hopkins-Best, Mary, Coordinating Chair ........... 267C HE
2657
Anderson, Byron ............................................... 224C CT
2757
Barnhart, Carolyn .............................................. 368
HE
2545
Bayer, John ............ grad asst ............................. 224B CT
5609
Benkowski, Karen ............................................. 108
HE
2553
Block, Alan ........................................................ 412
McCalmont
2496
Bodsberg, Sandie .............................................. 418
McCalmont
1663
HE
2091
Platz, Donald ..................................................... 123
HE
1224
Platz, Nancy ...................................................... 143
HE
2792
Rabeneck, Heidi ................................................ 232C CT
1367
Roue, Leah ............ grad asst ............................. 224B CT
5609
Schlieve, Amy ................................................... 426
1332
Seehaver, Melissa.. grad asst ............................. 119
McCalmont
HE
2486
*Vicky Thomas – Freshman Advisor for Pre-Education Students
**over**
School of Education
Appendix E
2003-2004 Directory
Indrebo Shaw, Bonita ........................................ 410
McCalmont
2495
Souza, Jaime .................................................... 419
McCalmont
2373
Stanislawski, Debbie ......................................... 102
CT
3195
Stanton, Jill ........................................................ 420
McCalmont
1622
Steinkopf, Kim ........ grad asst ............................. 408
McCalmont
1305
Taylor, Julianne ................................................. 144
Weissenburger, Jacalyn .................................... 409
CT
McCalmont
1443
1326
Welty, Ken ......................................................... 224D CT
1206
Wold, Sharon .................................................... 126
HE
1463
Zimmerman, Karen............................................ 117
HE
2530
HE
2428
Child and Family Study Center
Anderson, Linda ................................................ 152
Holmstrom, Diane..................................................... CFSC
1478
Kettenacker, Patti ..................................................... CFSC
1478
Lorenz, Julia, Director .............................................. CFSC
1478
Lynch, Jamie ..................................................... 152
2428
HE
Meyers, Valerie……..grad asst .................................. CFSC
1478
Preusse, Kathy .................................................. 157
2428
HE
Scharlau, Julie .......................................................... CFSC
1478
Solberg, Crystal…….grad asst ........................... 152
2428
HE
Weber, Heidi ............................................................ CFSC
1478
Wolf, Marcia ...................................................... 152
2428
HE
Young, Travis……….intern ...................................... CFSC
1478
*Vicky Thomas – Freshman Advisor for Pre-Education Students
**over**
Appendix F
PROFESSIONAL DEVELOPMENT ACTIVITIES OF SOE FACULTY/STAFF
2003-04
Professional
Development Activities
# of
Occurrences
Conferences: Local, State, National
Workshops
Professional Organization Leadership
Professional Organization: Memberships
Editorship/Manuscipt Reviewers
Publishing: Books
Publishing: Chapters in Books
Publishing: Articles
Publishing: Videos
Publishing: Conference Proceedings
Publishing: Curriculum Guides
Creative Works
Grant/ResearchWebsites
Grants
Faculty Recognition/Awards
Total 2003-04 Activities
94
6
4
85
4
12
4
5
2
9
4
4
1
29
6
269
LIST OF FACULTY/STAFF & PROFESSIONAL DEVELOPMENT ACTIVITIES
2003-04 YEAR ONLY
BYRON ANDERSON
Presentations
Technology Education and Transitional Programs: What Does the Wisconsin Youth Options
Program Have To Do with Me? Wisconsin Technology Education Association Conference,
March 2004.
The Future Direction of Technology Education in Wisconsin. Panel Facilitator. Wisconsin
Technology Education Association Conference. March 2004.
Publications
Knowledge and Skill Based Pay: Transitioning the School District of Menomonie Area into a
Performance-Based Teacher Compensation Structure. Wisconsin School News, Madison, WI.
(publication pending)
CAROLYN BARNHART
2
Grants
Motivation: All in a Day’s Work: RA’s, SAMS & SPMS (2003)
Healthy Choices: Brighter Futures: $ 3,975 Funding Agency: Stout Foundation
Co-Investigator. Wisconsin Focus on Energy and Wisconsin K-12 Energy Education Program
KEEP) Energy Star: $ 1,000 (2003)
Understanding the Variables of Childhood Obesity, UW-Stout Grant, $2,375
Scholarship of Teaching and Learning Grant, $1,000
Presentations
Childhood Obesity: Applied Learning for Undergraduates. American Association of Family and
Consumer Sciences. San Diego, CA
What’s New in Technology, Family and Consumer Science Education Conference
What’s New in Food Science, Wisconsin Family, Career and Community Leaders of America
Public Policy Presenter, Middleton, WI
Publications
Barnhart, C. M. (Spring 2003). “The Candle.” Journal of Phi Upsilon Omicron.
Barnhart, C. M. (Spring 2003). “Crystal thoughts.” Wisconsin Association of Family and
Consumer Sciences Newsletter.
ALAN BLOCK
Publications
They Sound the Alarm Immediately: Anti-intellectualism in Teacher Education. (Spring, 2003).
JCT: An Interdisciplinary Journal of Curriculum Studies.
And the Bush Was Not Consumed:’ Spirituality and the Reflective Practitioner. International
Journal of Leadership in Education. (in press).
“Messiahs in the Classroom.” Lecture presented at University of Minnesota, Jewish Studies
Center, 14 February, 2004.
“Study and Benevolence.” Lecture presented at Curriculum Studies Project, Louisiana State
University, 27 February, 2004.
Editorship
Editor. On-line journal. American Association for the Advancement of Curriculum Studies
(AAACE)
DENISE BROUILLARD-ZIRCLE
Conference Presentation
Shumate, S., & Zirkle Brouillard, D. (2004). Graduate counseling student
perceptions of peer and supervisor ethical conduct. Invited to present research at ACA 2004.
3
Professional Affiliations
American Counseling Association, 1996-Present
Association for Counselor Education and Supervision, 1996-Present
Association for Multicultural Counseling and Development, 1997-2001
American Psychological Association, 1998-Present
Wisconsin School Counselor Association, 2000-Present
Chi Sigma Iota, 1992-1998
HECTOR CRUZ
Grants
Diversity Innovative Grant, The Status of Minority Faculty, with Dr. Howard Lee, $10,000.
Professional Affiliations
Association for Supervision and Curriculum Development (ASCD)
Phi Delta Kappa
BARB FLOM
Presentations
“Surviving and Thriving at Stout,” Panel Presentation, Faculty Teaching Seminar Series, UWStout, Menomonie, WI, Sept. 2003.
“Angler Education: Ties to K-5 Curriculum,” Eau Claire Area School District Instructor
Inservice, Eau Claire, WI, April 2003.
“Play Therapy with Young Children,” Menomonie Association for the Education of Young
Children, with Jackie Weissenburger. Menomonie, WI, April 2003.
Grants
Scholarship of Teaching and Learning Grant, $1,000
Professional Affiliations
American School Counselors Association
Wisconsin School Counselors Association
National Education Association
Wisconsin Education Association Council
American Counseling Association
MIKE GALLOY
Presentations
“The Buck Stops Here: A Construction Supervisor’s Guide to Handling Complaints.”
Building Positive Relationships between Construction Supervisors and Customers. Association
of the General Contractors of America. Orlando, FL
4
“Supervision, management and leadership in the construction industry.” (AGC of Wisconsin
and AGC of America), ongoing
:Train-the-Trainer provided for construction industry trainers.” On-campus through the Center
for Performance Improvement
Delivered various topical workshops to construction firms in Wisconsin, Illinois and Minnesota.
Subject areas are supervision, project management and leadership. Ongoing
Grants
Health Sciences Occupations Degree Completion Project. WI DPI. With Dr. Diane Klemme &
HOWARD LEE
Publications
Galloy, M. J. and Poull, T. (2003). General and specialty contractor dynamics. (in press).
Supervisory Training Programs. Alexandria VA: Associated General Contractors of
America Publications.
Professional Affiliations
American Concrete Institute
American Vocational Association – served on several committees at regional and national level
Georgia Vocational Education Association
International Union of Bricklayers and Allied Craftsmen
National Homebuilders Association
Operative Plasters and Cement Mason International Association
Southeastern Trade and Industrial Educators
Trade and Industrial Educators of Georgia
Trade and Industrial Teacher Education Council of Georgia
Consulting
VICA State Advisory Board--Georgia
Several advisory committees at several institutions and organizations
AMY GILETT
Attendance at Wisconsin Indian Education Association Conference, Baraboo, WI
5
WOODY HAID
Presentations
Wisconsin Art Education Association, 2003
Karl Blossfeldt Architectural Splendor Wausau, WI
Juxtaposition, Play and Chance (A Teacher’s Guide To Visual Culture) Milwaukee, WI
Curriculum and Pedagogy Conference, Atlanta, GA 2004
Democratic Responses in an Era of Standardization, Atlanta, Georgia
Exhibitions
Phipps Art Center Animated Landscapes (Viewer-activated installations) Hudson, WI
University of Wisconsin - Stout Faculty Exhibition, Furlong Gallery Menomonie, WI
Hopper House Art Center, Small Matters of Great Importance (Photography). Nyack, NY.
Anne Arundel Community College, Mute (Infra-red photography), Arnold, Maryland
Professional Affiliations
Wisconsin Art Education Association, Board Member (Advocacy)
URS HALTINNER
Presentations
Summer 04 CONCLAVE-National Marketing Education Conference
(Philadelphia, June 23-27). Facilitated a seminar on Enhancing instruction via the web and
web-tools
Spring 03 WBEA Update Conference
JUDY HERR
Publications
Herr, J., Libby-Larson, Y. & Tenneyson, D. (2003). Teacher Made Materials That
Really Teach. Clifton Park, NY: Delmar Publishers, Inc.
Herr, J. & Libby-Larson, Y. (2003). Creative Resources for the Early Childhood Classroom. (4th
ed.). Clifton Park, NY: Delmar Publishers, Inc.
Herr, J. & Swim, T. (2003). Rattle Time, Face to Face. Clifton Park, NY: Delmar Publishers, Inc.
Herr, J. & Swim, T. (2003). Making Sounds, Making Music, and Many Other Activities for
Infants: 7 to 12 Months. Clifton Park, NY: Delmar Publishers, Inc.
Herr, J. & Swim, T. (2003). Sorting Shapes, Show Me, and Many Other Activities for Toddlers: 13
to 24 Months. Clifton Park, NY: Delmar Publishers, Inc.
Herr, J. & Swim, T. (2003). Rhyming Books, Marble Painting and Other Activities for Toddlers:
25-36 Months. Clifton Park, NY: Delmar Publishers, Inc.
Herr, J. (2003). Creative Activities for Young Children. (Chinese translation). Clifton Park, NY:
Delmar Publishers, Inc.
Herr, J. & Libby-Larson, Y. (2003). Creative Resources for the Early Childhood Classroom.
(Chinese translation). Clifton Park, NY: Delmar Publishers, Inc.
6
Grants
Jordan Project.
Excelligence Corporation
Professional Affiliations
Phi Kappa Phi, Honor Society.
Menomonie Association for the Education of Young Children.
Midwestern Association for the Education of Young Children.
National Association for the Education of Young Children (NAEYC).
Wisconsin Early Childhood Association.
World Organization for Early Childhood Education (OMEP).
RUTH HOFLAND
Workshops
“Math Workshop,” Early Childhood Conference, UW-Stout
“Classroom Design Project,” Jonti-Craft, with Dr. Judy Herr
MARY HOPKINS-BEST
Grants
Co-Director: Rehabilitation Services Administration Personnel Preparation Grant to Prepare
Psychiatric Rehabilitation professionals, 2002-present
Presentations
“Adoption Related School Issues” and “International Adoption,” Western Wisconsin
Advocates for Adoption Conference, April, 2003
JILL KLEFSTAD
Grants
Klein, S. & Klefstad, J. (2003). Assessing Pre-service and In-service
E-Portfolios: A PK-16/University Partnership Proposal Pending. $24,968
Klein, S. & Klefstad, J. (2003-04). UW System PK-16 Grant $15,000
Workshops
Department of Public Instruction, Pilot Program for Professional
Development Plans. February 2003-present
“Singing Your Way Through the Day,” Eau Claire School District
“Ready or Not, Hear I Am: Do You Hear What I Hear?” Neillsville School District
Parent Night.
“Creating a Language for Literacy through Simple Songs.” CESA 10.
UW-System PK-16 Teacher Education Workshop, Madison, WI
7
SHERI KLEIN
Presentations
2004
Invited Speaker. International Conference on Holistic Education, Guadalajara, Mexico -Sacred spaces in curriculum
National Art Education Association Conference, Denver, CO
o E-Portfolios for Art Education: In-service Portfolios
o Death and Visual Culture
o Holistic Approaches to Art Education
o Grantwriting 101, Wisconsin Art Education Association, Wausau, WI
2003 National Art Education Association, Minneapolis, MN
o E-Portfolios for Art Education: Pre-service Portfolios
International Society of Education Through Art, Sweden/Estonia/Finland
Grants
2003- 04
o Klein, S.& Klefstad, J. UW-System PK-16 Grant: Assessing Pre-service and Inservice E-Portfolios. $24,698.
o Klein, S. & Klefstad, J. UW-System PK-16 Grant: $15,000.
o Developing Electronic Portfolios for Pre-service and In-service Art Educators $26,567.
UW-System Grant to develop a standards- based framework for pre-service and in-service
art teacher electronic portfolios. www.uwstout.edu/art/artedportfolios
o Scholarship of Teaching Grant, University of Wisconsin-Stout (SOTL) $1,000.
Classroom-based research focused on what students learn from using case studies in a
preservice art education course
o
Publications
(2003). Klein, S. (Ed.). Teaching art in context: Case studies for pre-service art education. Reston,
VA: National Art Education Association.
Professional Affilliations
American Educational Research Association (AERA)
National Art Education Association (NAEA)
Wisconsin Art Education Association (WAEA)
DIANE KLEMME
Presentations
E-Portfolio Presentation and Coordinated and moderated the poster session and oral research
presentations, American Association of Family and Consumer Sciences Annual Meeting,
June 2003, Washington, D.C
Coordinated Poster and Oral research presentation for WAFCS State conference, Friday,
March 8th, 2003, Madison, WI.
8
Extension Staff Response to Increased Programming for At-risk Audiences. Accepted by the
Journal of Extension (in the process of revisions).
Publications
Mentoring Program Helps FCS Majors Adjust to College (co-authored w/ undergraduate
students). (2003, Sept.) Journal of Family and Consumer Sciences, Vol. 95(3), Sept. 2003.
Professional Associations
American Association of Family and Consumer Sciences
Wisconsin Association of Family and Consumer Sciences
Wisconsin Family and Consumer Educators
National Council on Family Relations
National Association of Teacher Educators for Family and Consumer Sciences
Kappa Delta Pi
Phi Upsilon Omicron
Omicron Nu
Phi Kappa Phi
KELLY LAMON
Presentations
Lamon, K. (2004, Spring). Wisconsin learning disability criteria. Guest lecturer for UWStout’s Diagnosing and Remediation of Learning Disabilities class, Menomonie, WI.
Lamon, K. (2003, Fall). Dealing with children with “baggage.” Guest lecturer for UWStout’s kindergarten student teacher seminar, Menomonie, WI.
Lamon, K. (2003, June & 2000, June). Developmentally appropriate practices for camp
counselors. Speaker for Minnesota United Methodist Camp Staff Training, Mound, MN.
Lamon, K. (2003, June & 2000, June). Behavior management techniques for camp
counselors. Speaker for Minnesota United Methodist Camp Staff Training, Mound, MN.
Grants
Lamon, K. (2003, April). Celebrating Young Children through Interagency
Collaboration. IDEA State Improvement and Preschool Grant Project: Preschool
Planning, CESA 11, Turtle Lake, WI.
LYNN LAVENTURE
Conference
Child Abuse and Neglect Conference – 2003
HOWARD LEE
Presentations
Presenter, Applying Baldridge and AQIP for Quality Improvement. Keynote Presentation,
Hawkeye Community College, October 2003.
9
Is the Malcolm Baldridge Award in Your Future? ACTE National Conference, Orlando, FL
Publications
Instructional Development in Training and Education (to be published fall, 2004).
American Technical Publishers, Homewood, IL
Grants
Status of Minority Faculty & Staff (Funded $7,091) with Hector Cruz, Multicultural Funds, UWStout, 2003.
Health Occupations BS Degree Completion Project: Initial Planning for Implementation of a
Degree Completion Collaboration (Funded $10,000) Wisconsin Department of Public
Instruction, 2003
Professional Affiliations
American Vocational Association (Life Member)
Association for Supervision and Curriculum Development
International Technology Education Association
International Vocational Education and Training Association
Minnesota Technology Education Association (Life member)
National Association of Industrial and Technical Teacher Educators
National Staff Development Council
Society for the Promotion of Individual Worth in Education and Training
Wisconsin Vocational Association
JULIA LORENZ
Presentations
Curriculum in a Snap: Using a Digital Camera in the Classroom. NAEYC Conference, Chicago, IL
Moozie’s Kindness Curriculum, Wisconsin Head Start Conference,
Curriculum
Moozie Kindness Curriculum Project
Grants
Lab Modernization Grant, $16,000
Department of Workforce Grant, $3,000
BRIAN MCCALLISTER
Publications
McAlister, B. K. (2003).
Teaching Social/Cultural Impacts in Technology Education. In A.E.Schwaller &
K. R. Helgeson (Eds.), Selecting Instructional Strategies for Technology
Education: 52nd yearbook of the Council on Technology Teacher Education. New
York: Glencoe.
10
Presentations
Technology Teacher In-service Education: An NSF Project. International Technology
Education Association 66th Annual Conference, Albuquerque, New Mexico March 20,
2004.
Grants
Partner with the National Center for Engineering and Technology Education in a National
Science Foundation Grant. $512,000.
Partner with The Ohio State University and the National Science Foundation in a Technology
Teacher-in-Service Grant, Yr. 2. 36,576
Videos
What Happens When You Turn On the Lights (instruction of power and energy)
Building the Future. (instruction of construction)
Professional Memberships
Association for Career and Technical Education
Association for Supervision and Curriculum Development
Council on Technology Teacher Education
International Technology Education Association
Epsilon Pi Tau
National Association of Industrial and Technical Teacher Educators
Stout Community Association of Career and Technical Educators
Technology Education For Children Council
Wisconsin Technology Education Association
DENISE MARICLE
Publications
Tusing, M.B., Maricle, D. and Ford, L. (2003). Assessment of young children with the
Woodcock Johnson III. In Flanagan, D. and Shrank, F. W.J. III Clinical Use and
Interpretation. New York: Guilford Press.
Maricle, D. and Konter, D. (2003). Babinski’s Reflex. In Fletcher-Janzen, E. and Reynolds,
C. Childhood Disorders Diagnostic Desk Reference. New York: John Wiley & Sons.
Maricle, D. and Konter, D. (2003). Juvenile Arthritis. In Fletcher-Janzen, E. and Reynolds,
C. Childhood Disorders Diagnostic Desk Reference. New York: John Wiley & Sons.
Anderson-Ruskin, T., Johnston, R., and Maricle, D. (2004). Best practices in record keeping:
Protocols. Wisconsin School Psychologist Association Newsletter, 3, pp. 17-18.
Conference Proceedings
NASP Conference, 2003, WSPA Fall 2003 Conference, NASP Annual Conference, 2004,
Dallas, TX
11
Professional Affiliations
American Psychological Association (APA)
National Association of School Psychologists (NASP)
Wisconsin School Psychologists Association (WSPA)
MARIAN MARION
Publications
Using observation in early childhood education. Upper Saddle River, NJ: Pearson/Merrill
Prentice-Hall.
Assessment in ECE: Resources. Young Children.
Presentations
Challenging behavior: Helping Children with Developmentally Appropriate Child Guidance.
NAEYC, Chicago
Dealing with the Challenge of Challenging Behavior.
Challenging behavior: Helping Children with Developmentally Appropriate Workshops.
UW-Stout Early Childhood Conference
Discipline Strategies and Anger Management. UW-Stout Early Childhood Conference.
KARI MERRITT
Publications/Curriculum
Co-wrote Moozie’s Kindness Curriculum (2003)
Presentations
Presenter, Northwestern Wisconsin Education Association (NWEA) 2003
Participant, Wisconsin School Counselor Association 2004
Presenter, Early Childhood Education Conference 2003
CAROL MOONEY
Grants
Investigation of Recruitment Practices of Best in Class Engineering Schools
($5,000), Baldridge Quality Grant, November 2003.
Presentations
Co-presenter, Achieving Excellence, National Quality in Education Conference,
Albuquerque, NM, 2003
Presenter, UW-Stout Baldrige Quality Award, National Marketing Education Conclave,
Denver, CO, 2003.
Panel Presenter, New Teacher Certification Standards for Career & Technical Education and
Alternative Certification Paths, Wisconsin Association for Leadership in Education and
Work at the Wisconsin Association of Career and Technical Educators Conference, Green
Bay, WI, 2003.
12
Team Presenter: Mooney, C.T., Haltinner, U., Taylor, J, Welty, K., Best Practices to Recruit
& Retain Students in Career & Technical Teacher Education Programs. National Career &
Technical Teacher Education Institute, Scottsdale, AZ, 2003
Professional Affiliations
Association for Career & Technical Education (ACTE) formerly AVA
Association for Supervision and Curriculum Development (ASCD)
Business Education Association (NBEA)
Marketing Education Association
•Member, January 1988-present
Wisconsin Marketing Education Association
•Assist in and attend the annual WMEA Update Conference
•Provide independent study options to conference participants
•WMEA Update Conference Planner and Host
•Past President
Wisconsin Career & Technical Education Association (WCTEA)
Stout Community Association of Career & Technical Education (SACTE)
RUTH NYLAND
Conferences
Attended the Early Childhood Conference, UW-Stout
Attended, Wisconsin Early Childhood Conference
Grants
VIVA-Wisconsin Early Childhood Special Education Collaboration Grant (Partners are
UW-Milwaukee, UW-River Falls, and Edgewood College.)
SCOTT ORME
Presentations
Stang, P. & Orme, S.F. (2003). A Critical Look at the Validity of Studies that Focus on
Humans versus Machines Teaching Grammar. Poster presented at The National Association
of School Psychologists Annual Convention: Toronto, Canada.
Orme, S.F. & LeRoy, S. (2003). Data-based interventions using functional behavior
assessment. Wisconsin School Psychologists Association Conference, LaCrosse, WI
Orme, S. F. & LeRoy, S. (2004). A how-to-guide for practitioners. NASP Conference.
Dallas, TX
Professional Affiliations
National Association of School Psychologists
American Psychological Association
Wisconsin School Psychology Association
13
Grants
2003 Scholarship of Teaching Grant, University of Wisconsin-Stout
Focused Research Project on Increasing Student Learning
Conference Proceedings
WSPA Conference
NASP Conference
HOWARD PARKHURST
Publications
Parkhurst, H., Skaletski, P., Roehl, W., Crane, L., and Mutchler, S. (In process.) Young adult
fiction in technology education: Gary Paulsen’s The Car as a vehicle for curriculum
integration.
Parkhurst, H.B. (In process). Analysis, comparison, and synthesis: A unitary view of the
creative process.
Parkhurst, H.B. (In process). Chrysanthemum Corple’s magnificent cabbage ranch. (A
children’s book)
Parkhurst, H.B. (In process). Gerbil relish. A children’s book
Presentations
Parkhurst, H. B., Adams, T., Fischer, D., Galvin, K., Houseman, K., Koehler, M. B., Laurent,
V.
(2004, Feb. 6). Middle level learners need strategies that work. Given at the Wisconsin State
Reading Association Convention, Milwaukee, Wisconsin.
Parkhurst, H. B., Adams, T., Fischer, D., Galvin, K., Houseman, K., Koehler, M. B., Laurent,
V. (2004, Feb. 6). Current issues in middle level reading. Given at the Wisconsin State
Reading Association Convention, Milwaukee, Wisconsin.
Professional Affiliations
Association for Supervision and Curriculum Development
Wisconsin Association for Supervision and Curriculum Development
DONALD PLATZ
Publications
Platz, D.L., (Submitted February 2004). Challenging Young Children through Simple Sorting and
Classifying: a developmental approach”. Education.
Platz, D.L. & Platz, N.E. (Final draft due March 2004) Creative Resources
For School Aged Children. Delmar Publishers, New York.
14
Presentations
Taking Children to Higher Levels of Understanding of Number Based on Developmentally
Appropriate Practices. (Proposal Submitted) National Association for the Education of
Young Children, National Conference 2004, Anaheim, California.
Exploring Geometry with Young Children, (Proposal Accepted) Annual Early Childhood
Conference at the University of Wisconsin – Stout, Menomonie, Wisconsin, April 2004.
Building Prenumber concepts in Young Children, “Annual Early Childhood Conference at
the University of Wisconsin – Stout, Menomonie, Wisconsin, April 2003.
Professional Affiliations
National Council of Teachers of Mathematics (NCTM)
National Association for the Education of Young Children (NAEYC)
NANCY PLATZ
Publications
Platz, Donald L. and Platz, Nancy E. (Final draft due March, 2004) Creative Activities for
School Age Children. Delmar Publishers.
Presentations
STAR Parenting. Early Childhood Education Conference, UW-Stout, April 2000.
Are We Teaching Estimation or Merely Guess-timation? Early Childhood Education
Conference, UW-Stout, April 2002, 2003
Are We There Yet? Presentation accepted for Early Childhood. Education Conference, UWStout, April 2004
AMY SCHLIEVE
Publications
Schlieve, A.C., (2004) Leveling the playing field: A higher education myth. Unpublished.
Schlieve, A.C. (2003). Transition to adulthood: Resources for professionals and adults working
with individuals with emotional/behavior disorders. WIDPI Project.
Schlieve, A.C. (2000). Primary prevention of child abuse: The development of the Children’s
Parenting Inventory (CPI) to identify high-risk parenting attitudes among middle school children.
Doctoral Dissertation, University of St. Thomas, St. Paul, MN.
Presentations
Oxford, England. Oxford Roundtable, Jesus College. Invited participant. March, 2003.
Linhue, Kawaii. National Conference on Children with Developmental Disabilities.
Transitioning to Postsecondary Education. February, 2003.
Honolulu, Hawaii. Pac Rim Conference on Disabilities. Just-in-Time. February, 2003
Grants
15
Varnavas, C. & Schlieve, A. (2002). Teachable moments: Faculty Development to Support
Students with Disabilities in Postsecondary Settings. US. Department of Education. $314,220.
DEBBIE STANISLAWSKI
Presentations
Professional Development Grant Submitted, NBEA Spring Conference, Chicago, April 2003
WBEA Annual Fall Conference, Treasure Chest of Ideas, Weston, September 2003
WBEA Annual Conference, Leading the Pack, Green Bay, Spring 2003
Best Practices for Effective Learning, Palloff and Pratt, UW-Stout, January 2004
Bits and Pieces Workshop, DPI Business and Information Technology, October 2003
Professional Affiliations
Wisconsin Business Education Association
North Central Business Education Association
National Business Education Association
International Society for Business Education
JIL STANTON
Conferences
Attended:
Multicultural and Equity Conference, Wisconsin Dells, WI
Western Wisconsin Education Conference, La Crosse, WI
Scottish Global Awareness Conference, Edinburgh, Scotland
Scottish Refugees Conference, Glasgow, Scotland
Wisconsin Indian Education Conference, Wisconsin Dells, WI
JULI TAYLOR
Presentations
2003 Wisconsin Association for Leadership in Education and Work
Summer Institute (August)
Part of Wisconsin Department of Public Instruction presentation about “Best
Practices”WACTE 67th Annual Conference (February).
Team presented “Alternative Certification at UW-Stout”. Nominated for Professional
Excellence Award – New Career and Technical Education Teacher. Represented and
promoted UW-Stout Career and Technical Education Programs. Networked with other career
and technical education colleagues.
16
National Dissemination Center for Career and Technical Education 2003 Teacher Education
Institute (February.
Team presented “Best Practices in Teacher Education Programs”. Reviewed research
proposals for presentation at the conference. Represented and promoted UW-Stout Career
and Technical Education Programs. Networked with other career and technical education
teacher educators.
Workshops
UW-Stout Web Camp 2003 Participant (January). Pilot tested and provided feedback for new
eScholar course delivery tool.
JACKIE WEISSENBURGER
Publications
Espin, C. A., Weissenburger, J. W., & Benson, B. (in press). Assessing the writing
performance of students in special education. Exceptionality.
Presentations
Flom, B., & Weissenburger, J.W. (2003, April). Play therapy with young children.
Presentation at the annual meeting of the Early Childhood Education Conference,
Menomonie, WI.
Weissenburger, J. W. (2004, February). Conferencing with parents. Guest speaker for UWStout’s Student Teaching Seminar, Menomonie, WI.
Professional Affiliations
National Association of School Psychologists (NASP)
Wisconsin Association of School Psychologists (WSPA)
American School Counseling Association (ASCA)
Wisconsin Association of School Counselors (WSCA)
Council for Exceptional Children (CEC)
Conference Proceedings
WSCA, 2004, WSPA, 2003, NASP, 2004
KEN WELTY
Presentations
Presented with the “Outstanding Researcher Award – Third Place” by the Technology
Education Division (TED) at the Annual Convention of the Association for Career and
Technical Education, December 13, 2003
Welty, K (2003, December). Reflection on teaching technology at the elementary level. A
paper presented at the Annual Convention of the Association for Career and Technical
Education, Orlando, FL.
Spicer, Y. Basham, L. & Welty, K. (2003, March). Diversity in technology education. Paper
presented during the meeting of the International Technology Education Association,
Nashville, TN.
17
Welty, K. & Jenkins, C. (2003, February). Gender equity: Tackle Box Project. A paper
presented at An Urban Technology Education Symposium, Milwaukee, WI.
Mooney, C., Haltinner, U, Welty, K. & Taylor, J. (2003, February). Preparing and
developing secondary and postsecondary career and technical education teachers. A paper
presented at the National Career and Technical Teacher Education Institute, Scottsdale, AZ.
Welty, K. (2003, January). An elusive vision for undergraduate technology teacher education
in the United States. A paper presented at the Initiatives in technology education:
Comparative perspectives conference, Technical Foundation of American and the Center for
Technology Education Research, Griffith University, Gold Coast: Australia.
Welty, K (2003, October). Getting there from here. A paper presented at the Illinois
Technology Education Conference, Peoria, IL.
Welty, K. (2003, April). Mentoring student teachers PI 34 style. Paper presented at the
Wisconsin Technology Education Association Conference, Wisconsin Dells, WI.
International Technology Association Conference, Albuquerque, NM, 2004
o Picture This: Mapping Content for Technology
o Looking at learning in elementary technology education
o Perspectives on technology at the middle school level.
o Teacher educator program credentialing. (with Starkman, K., and Miller, D.)
Welty, K. (2004). Skills needed for successful transition to technical careers. Future of
Energy/Power and Transportation Industry in the 21st Century Symposium, Milwaukee, WI
Publications
Welty, K. (2003). An elusive vision for undergraduate technology teacher education in the
United States. In G. Martin and H. Middleton (Eds.), Initiatives in technology education:
Comparative perspectives (pp. 74-84), Gold Coast: Australia.
Welty, K. (2004). Puppets, prose, plays, and patterns. Technology and Children, 8 (3), 9-10.
Grants
Partner with National Science Foundation Grant with the National Center for Engineering
and Technology Education. Total Grant: $512, 000.
Completed year 2. Subcontract from Milwaukee Technical College with NSF funding.
$104,336
Professional Affiliations
Association for Career and Technical Education
Association for Supervision and Curriculum Development
Council on Technology Teacher Education
Epsilon Pi Tau (exemplary member at-large)
International Technology Education Association
Mississippi Valley Technology Education Conference
National Association for Science, Technology & Society
National Association of Industrial and Technical Teacher Educators
Technology Education for Children Council
Wisconsin Technology Education Association
18
KAREN ZIMMERMAN
Conferences
Attendance at the AACTE Conference, Chicago, IL
Attendance at the UW-System Teacher Education Workshop, Madison, WI
Presentations
National Association of the Education of Young Children (NAEYC) Conference
What Makes a Child Resilient? What Does Research Have to Say?
Mulitple Intelligences in the Early Childhood Classroom.
Early Childhood Conference, UW-Stout
Ready to Go Lesson Plans. Family and Consumer Science Conference, UW-Stout
Grants
Jordan Early Childhood Contract. 2003. Funded by the World Bank.
Editorship/Manuscript Reviewer Postions Held By SOE Faculty
Block Alan, Editor, American Association of Curriculum Studies Journal
Herr, Judy, Early Childhood Today, Reviewer
Klein, Sheri, Journal of Technology in Teacher Education, Reviewer
Karen Zimmerman, Early Childhood News, Reviewer
Welty, Ken, Prentice-Hall, Chapter Reviewer
Faculty/Staff Recognition
Awards 2003-04
Carolyn Barnhart, UW-Stout Outstanding Teaching Award
Hector Cruz, Student Chapter, Wisconsin Education Association, Outstanding Educator
Gillett, Amy, Maybelle Rainey Price Professorship
School of Education Outstanding Educator Award
Klemme, Diane, UW-Stout Outstanding Teaching Award
Welty, Ken, Outstanding Researcher Award, 3rd Place, Technology Education Division,
National Association for Career and Technical Education
Appendix G
LIBRARY LEARNING CENTER REPORT
Description of Instructional Resources for Teacher Education Faculty, Staff and Students
The Library Learning Center (LLC)
The Mission of the Library Learning Center (LLC) is to support UW-Stout programs
through the provision of information resources and services and to teach lifelong learning
skills. The LLC Goals are:
1. To offer high quality uniform access to information resources and services in
support of changing academic programs
2. To serve students and faculty through distance education
3. To enhance the LLC educational environment through the application of active
learning principles
4. To emphasize our role as a key information provider through collaboration both
on and off campus
5. To foster a collegial and trusting climate
6. To provide LLC staff development
7. To provide accessible, effective, efficient, inviting and reliable physical and
technological facilities
Library Support for the School of Education
Education Collections
Education materials are housed in the Library Learning Center (LLC), a 123,000 square
foot, five-story facility opened in 1982. The completely cataloged collections use Library
of Congress call numbers. There are three floors of general collections stacks, one floor
of periodicals, and one floor with reference materials and the Educational Materials
Center (EMC).
Over 18,500 education titles are in the LLC’s main collection (books and media). These
titles covering the history and education of philosophy, classroom management, and other
professional materials are shelved in the main collection on fourth floor. In addition to
the general education area, titles supporting Stout’s mission-related education programs
are located on other floors of the LLC (ex: art, business and marketing, early childhood,
family life and consumer sciences, school psychology, guidance and counseling,
technology and special education).
The Educational Materials Center, within the LLC, has more than 20,000 items. The LLC
Collection Development Policy defines the mission of the EMC, “to make readily
available for study, evaluation, and implementation, those educational materials of the
highest quality produced for use with students from preschool through grade 12”.
A librarian with educational degrees in K-8 education and libraries and 16 years of
experience in the EMC has assigned responsibilities for selection and purging of
resources, liaison work with education faculty and students, instruction to education
classes in the use of these materials, and reference work with individuals.
The EMC has several collections: a Text Collection (commercial texts and activity
materials), Curriculum Guide Collection (state and local educational agencies’ standards
and curriculum), Juvenile Collection (children’s and young adult literature), Educational
Software Collection (MAC and PC), Puppet Collection, Juvenile Periodicals, and
Student-Created Units. A test collection is in the Education Building and available for
psychometric students’ use. The library has integrated shelving; i.e. all media, except for
the EMC Software Collection, is interfiled with books on shelves.
Education faculty recommends materials for addition to the main stacks professional
collection and the EMC collections. Both the collection development librarian and the
EMC librarian monitor the education collections and make selections as needed.
Expenditures
Year
2003-04
2002-03
Educational
Materials Center
$18,000
$21,000
Main Collection
Periodicals
$12,000
$2,091
$25,000
NA
Standing
Orders
$20,000
NA
Interlibrary loan service provides access to other libraries’ resource collections. New
features of this service are especially useful for Distance Education students: requests can
be made online directly to another library; requesters can indicate from which library
they would like to pick up books and media; and they can receive journal articles via
email.
Service and Accessibility
The library is open 88 hours/week (with slightly reduced hours when no classes are in
session) and thus access to the EMC is the same.
Reference assistance for both the main collection and the EMC is provided by nine
professional reference librarians 61 hours/week. The reference desk is located in the
reference area, close to the EMC collections. The EMC Librarian provides specialized or
in-depth reference service. Research consultations are also available.
The EMC librarian provides library instruction to teacher education students. Sessions
are customized based on the class curriculum. Included in instruction are: introduction to
textbooks, standards and curriculum guides, activity materials, internet resources,
multimedia, children’s literature, and database retrieval services. Sessions highlight
specialized tools such as the Stout Library Catalog, search strategies, evaluation and
citing of resources, and hands-on experiences.
In 2002-2003, 26 education classes received library instruction in the use of EMC
materials specific to their program or curriculum development activities as well as
educational Internet resources and web quests. Another librarian instructs the
Research Foundations classes working on theses for their EDS degrees.
Internet Resources and Databases
Web subject guides have been developed and are maintained by the EMC librarian for
Education (General), K-12 Education Resources, and for each of the specialized
education programs (total of 12 web guides). These are accessible from the Library
Home Page or available at http://www.uwstout.edu/lib/subjects/ and are used for
reference service and instruction in the curriculum classes. The library has 53 other
subject guides for topics integral to Stout’s special mission areas in education such as
psychology, family, children’s literature, etc. Several study guides called pathfinders
have also been developed.
Web access is provided to a number of online indexes and databases for magazine and
journal articles; several provide full text articles. As part of University of Wisconsin
System library consortium, the Library Learning Center offers over 180 databases,
including a wide array of subject indexes in education as well as general and subjectspecific indexes. Off- campus access to all restricted resources is provided through a
proxy server.
Web access to periodical indexes and databases that pertain to the education program are:
• EbscoHost (Full Text)
o ERIC – full text ERIC documents and 980 journal titles
o Academic Search Elite – 2,050 titles
o Masterfile Premier – 2,050 titles
o Professional Development Collection – 750 titles
o Searchasaurus – index and full text articles for K-8
• Emerald Library (Full Text) – 100 titles
• ERIC via Educator’s Reference Desk
• ERIC Documents Online
• Family and Society Studies Worldwide (over 2,000 titles indexed)
• FirstSearch: Dissertation Abstracts
• Child Abuse, Child Welfare and Adoption
• JStor (Full Text) – 162 titles
• Project Muse - 200 titles
• Teaching Books (children’s literature)
• Web of Science: Social Science Citation Index (Citations/Abstracts) – 1,725 titles
• WilsonWeb (Full Text)
o Omnifile – 3,752 titles
o Social Sciences FT – 559 titles
Some indexes provide access to curriculum guides:
•
•
EbscoHost: ERIC
Kraus Curriculum Development Library
In addition to online journals, the LLC’s Periodical Collection includes 650 journals
related to education.
A new service called SFX provides ease of access to online full text articles. It enables
one to search a specific database, yet automatically link to an article in another database
if that article is in a different one than originally searched.
An e-Reserve service is available for instructors to allow articles, book chapters, and
instructor- produced materials to be converted to PDF for inclusion in their online
courseware (e-Scholar and Learning@UW-Stout).
The LLC is committed to providing student and faculty curricular and research needs in
all formats as appropriate. The LLC endeavors to provide information resources
available via the web whenever possible and feasible.
Equipment and Physical Facilities
The LLC provides over 200 workstations for student use. All workstations provide
access to the Internet and the Microsoft Office Suite. As an integral part of the laptop
campus concept, the LLC provides wireless connections, Ethernet connections, access to
the campus portal, scanners, photocopiers, centralized printing, and remote access to full
text indexes and databases.
Seating capacity for the LLC is 1,060 patrons. The Educational Materials Center has a
study and work area that seat 30. Spaces are available for either individual or team work.
An instruction lab equipped with 25 PCs, wireless connectivity for 25 more, and a stateof-the-art teaching station, has seating for 48 students and allows for hands-on work.
Adaptive technology has been acquired to enable students with disabilities total access to
information resources.
Any equipment needed to use media from the collection is available in the library.
Equipment available for student checkout includes: laptop computers, computer projector
units, digital cameras, digital camcorder, etc.
Rental Resources
Instructional Resources Service (IRS) is a textbook rental system. Students and staff
check out textbooks and other instructional materials assigned to the course(s) at the
beginning of each term and return them by the last day of class. Students receive a variety
of media, including textbooks, paperbacks, disks, CD's, videos and reprints of articles.
IRS does not distribute consumable materials (workbooks, calculators, and some
paperbacks) or materials which will only be used once. These materials may be
purchased through the bookstore in the Student Center. Departments will furnish
laboratory manuals.
Resources are included in the Stout Library Catalog and are designated by the "Textbook
and Instructional Resources Service" location. All materials remaining in IRS after the
add/drop period are available for loan, for leisure or research purposes, and are also due
the last day of classes. http://www.uwstout.edu/lib/irs/
School of Education Undergraduate Enrollement 2003-04
Race
Asian Black Indian Hispanic
Early Childhood
8
1
0
3
Art Education
1
0
0
0
Marketing Education
2
3
0
1
Technology Education
0
1
1
2
Career, Tech & Training, BS
0
1
0
0
Family and Consumer Science Ed 5
0
0
0
TOTAL
16
6
1
6
Appendix H
White
419
82
133
351
64
78
1127
Unknown
2
1
0
1
1
0
5
White
25
71
7
29
16
148
Unknown
0
0
0
1
0
1
School of Education Graduate Enrollment 2003-04
Education
Guidance and Counseling
Indus/Tech Education
Career and Tech Education, MS
School Psych
TOTAL
Masters
Asian
0
4
0
0
0
4
Black
3
1
0
0
0
4
Indian
1
0
0
0
0
1
Race
Hispanic
1
2
0
0
0
3
Ed Specialist Degree Enrollment 2003-04
Guidance and Counseling
Career and Tech Ed, EdS
School Psych
TOTAL
White
2
4
15
21
Race
Total
2
4
15
21
DRAFT - 1st and 2nd Semester Block Scheduling Plan for 2004-05 - School Of Education
Art Ed
(15-16 cr.)
20
Early
Childhood
(15 cr.)
62
Family,
Consumer
Science Ed
(15 cr.)
18
Marketing
Ed &
Business Ed
(16 cr.)
29
Special Ed.
(16 cr.)
12
Technology
Ed.
(15 cr.)
44
First
Semester
Communication
English
101/111 (3)
Spcom 100 (2)
English
101/111 (3)
Analytic
Reason
Math 118 or
higher (4)
Human/
SBSCI
Psych 110
(3)
Math 118 or
higher (4)
Psych 110
(3)
English
101/111 (3)
Math 118 or
higher (4)
Psych 110
(3)
English
101/111 (3)
Math 118 or
higher (4)
English
101/111 (3)
Spcom100 (2)
English
101/111 (3)
Spcom100 (2)
Math 118 or
higher (4)
Health
PE
1-2 cr
elective
Science
Bio 101 (4)
Tech
Intro
Major
PE (1)
Psych 110
(3)
PE (1)
Psych 110
(3)
PE (1)
Semester
Analytic
Reason
Human/
SBSCI
Pols 210 (3)
ARTED
108 (2)
15
cr.
ECE 100
(1)
15
6c
r.
English
102/112 (3)
Spcom 100 (2)
HDFL
124 (3)
16
cr.
English
102/112 (3)
Spcom 100 (2)
TCS 103
(3)
15
cr.
English
102/112 (3)
Spcom 100 (2)
Psych 110 (3)
Econ 210 (3)
15
cr.
English
102/112 (3)
Pols 210 (3)
15
cr.
English
102/112 (3)
MEBE
101 (3)
EDUC
326 (2)
SPED 300
(3)
Bio 150 (2)
Second
Communications
English
102/112 (3)
FCSE 101
(2)
Other
Dept
TECED
160 (1)
MFGT110 (3)
Health
PE
Intro
Major
EDUC 326 (2)
Other
Dept
Art 100
OR 101
(3)
PHYS 258
(2)
FN 102
(2)
Pols 210 (3)
Tech
Bio 122 (4)
Hist 120 OR
121 (3)
Pols 210 (3)
GEOG 104 (3)
Math
Elective
Science
Bio 132 (4)
EDUC 326 (2)
PE (1)
HDFL
115 (3)
Media
365 (3)
Bio 122 (4)
Rehab
101 (3)
EDUC 326 (2)
EDUC 303 (2)
MFGT202 (3)
Appendix J
K-12 CLINICAL PLACEMENTS 2003-04
Fall 2003 Student Teaching
Art Education
Family & Consumer Science
Marketing & Business
Technology Education
Early Childhood
Special Education
# Students
16
8
9
42
58
11
Fall 2003 Internships
Art Education
Family & Consumer
Marketing & Business
Technology Education
Early Childhood
Special Education
# Students
1
3
0
5
-----
Spring 2004 Student Teaching
Art Education
Family & Consumer Science
Marketing & Business
Technology Education
Early Childhood
Special Education
# Students
1
17
17
46
51
14
Spring 2004 Internships
Guidance/Counseling (Grad)
School Psychology
Art Education
Family & Consumer
Marketing & Business
Technology Education
Early Childhood
Special Education
# Students
23
26
0
0
1
1
0
0
Appendix K
1.6 Summary of Other Projects and Initiatives
o Bradley Tech, Milwaukee, WI and UW-Stout partnership
o College for Kids at UW-Stout
o Early Childhood Conference, PK-3 teachers, Spring, 2004
o Eau Claire School District and UW-Stout Collaboration, Reading Project
o Family, Consumer, and Community Leaders of America (FCCLA) Student
Conference
o High Mile Vehicle Challenge, Technology Education Workshop
o Marketing Education, Family and Consumer Science Conference, Grades 5-12
teachers, Fall, 2003
o Phi Delta Kappa (PDK) and School of Education partnerships
o Special Olympics
o Science Olympiad
o STEPS Prpgram for middle school age girls (science and technology program)
o Technology Education Conference, Fall, 2003
o UW-Stout, UW-Eau Claire, UW-River Falls, and CESA 10 and 11 Collaboration
o Visual Arts Classic, High School Art Competition, High School and SOE
collaboration
.
Appendix L
Advising
www.uwstout.edu/parents/advising.shtm
Baldridge Information:
http://www.uwstout.edu/mba/faq.html
Career and Placement Office
http://www.uwstout.edu/careers/
Child and Family Center
http://www.uwstout.edu/soe/cfsc/aboutcfsc.shtml
International Programs
www.uwstout.edu/intl
Laptop Information
http://www.uwstout.edu/laptop/overview.html
http://www.uwstout.edu/laptop/faq.html
Training: http://www.uwstout.edu/ur/np/2002/fea_training.html
Repair: http://tis.uwstout.edu/tn/complabs/ and http://www.uwstout.edu/laptop/faq.html
Scholarships
University: http://www.uwstout.edu/admissions/scholar.html
School of Education: www.uwstout.edu/foundation/scholarships_education.shtml
School of Education
http://www.uwstout.edu/soe/siteindex
School of Education Academic Programs
http://www.uwstout.edu/soe/academics/academicprograms.shtml
School of Education Admissions
http://www.uwstout.edu/programs/soe_forms/transfer.shtml
http://www.uwstout.edu/soe/students/pre-ed.shtml
School of Education Advisory Committees
http://www.uwstout.edu/soe/soeprofile/advisorycouncil.shtml
http://www.uwstout.edu/soe/soeprofile/council.shtml-http://www.uwstout.edu/soe/soeprofile/2003-04Ugcommittees.pdf and
http://www.uwstout.edu/soe/soeprofile/2003-04Grcommittees.pdf
School of Education By-Laws
http://www.uwstout.edu/soe/soeprofile/soe_bylaws6.14.pdf
School of Education Goals, Mission, and Values
http://www.uwstout.edu/soe/soeprofile/mission.shtml
School of Education Organizational Chart
http://www.uwstout.edu/soe/soeprofile/SOEflowchart7.16.03.htm
School of Education Faculty/Staff Grants
http://www.uwstout.edu/solutions/rs/funding.html#grants
Student Life
http://www.uwstout.edu/stulife/
Student Records
http://www.uwstout.edu/regrec/records.html (Registrar)
University Classrooms and Technology
http://www.uwstout.edu/solutions/lts/classrooms-av.pdf
Technology Resources for Faculty/Staff
http://www.uwstout.edu/solutions/lts/avequipment/index.html
Training: . http://www.uwstout.edu/solutions/lts/webid/tutorials.html
Distance Education: http://www.uwstout.edu/solutions/lts/millennium.html
Nakatani Center: www.lts.uwstout.edu/nakatani
University Admissions
Transfer Policy: http://www.uwstout.edu/provost/transege.html
http://www.uwstout.edu/admissions
University Convocation Ceremony
http://www.uwstout.edu/ur/np/1999/feaconvocation.html
University Faculty and Staff Handbook (Unclassified)
Promotion Policy, Work Load Policy
www.uwstout.edu/hr/unclass_handbk
University Library and Bookstore
Library:www.uwstout.edu/lib/
Bookstore: www.uwstout.edu/ur/np/1999/feabook.html
University Plan 2008
www.uwstout.edu/provost/diversity/plan2008.pdf