Supplemental Information Regarding Graduate Programs and
pathway options to DPI areas of certification.
School of Education
2013/2014
School of Education’s Unit Assessment Report
Graduate Programs
2013/14
Overview
A total of 319 students have been enrolled in graduate programs during the course of 2013/14 school year. 105 graduate students were
awarded a degree during the 2013/14 school year. The graduate programs are committed to achieve the vision and mission of the
University and have compiled impressive data that supports that commitment. Each program has documented gains in specific areas
of focus which are reported within their program AIM reports. Programs offered include:
Students in
Program 2013-14
Degrees Granted
2013-14
M.S. in Education
M.S. in School Psychology
M.S. in School Counseling
M.S. in Career & Technical Education
128
15
47
62
40
6
21
18
Ed.S. in School Psychology
Ed.S. in Career & Technical Education
Ed.D. in Career & Technical Education
34
23
10
16
4
0
319
105
Graduate Program
Total
School of Education’s Unit Assessment Report
Post-Baccalaureate Pathways to DPI Certification 2013/14
Overview
There are 22 areas of DPI certification that a student might choose to pursue through post-Baccalaureate pathways at UW-Stout.
The School of Education offers two areas that lead to DPI administrative licenses, one area that leads to a supplemental license
(reading teacher) and seventeen pathways to DPI teaching licenses. Typically, students hold a DPI teaching license and are seeking
certification in an additional area. A grand total of 541 students were enrolled in these programs and 72 students were granted
institutional endorsement.
Students in Program
2013-14*
Endorsed
Candidates for
Licensure 2013-14
Career and Technical Education Coordinator (EC through Adolescence)
Instructional Technology Coordinator (EC through Adolescence)
32
21
3
2
Total
53
5
Post-Baccalaureate Administrator Certification
* “Students in Program” reflects the number of students enrolled in a program. The number of students currently taking classes
would be less than the number enrolled as post-baccalaureate students move through the programs at a varying rate.
** PRAXIS II scores are not disaggregated by ETS for post-baccalaureate reporting.
Reading Teacher/Reading Specialist
The Reading Teacher/Reading Specialist licenses are supplemental licenses requiring institutional endorsement in order to apply for a
DPI license. Reading Teacher students in these programs must have a teaching license in another area and Reading Specialist students
must have a Reading Teacher license in order to be accepted into the program. In addition to those who are seeking the Wisconsin
reading teacher certification, the reading courses offered also serve the needs of community and technical college instructors, K-12
teachers living outside of Wisconsin, and others in the field seeking knowledge in the area of literacy education.
Individual courses may be taken to meet professional development goals or to renew a teaching license or to transfer credit to another
university.
Post-Baccalaureate Educator Certification
Reading Teacher (Early Childhood through Adolescence)
Reading Specialist (Early Childhood through Adolescence)
Total
See Table A for the 2013/14 reading teacher final portfolio Assessment rubric report.
Students in Program
2013-14*
Endorsed
Candidates for
Licensure 2013-14
248
28
296
22
11
33
The seventeen post-Baccalaureate teacher license pathways a total of 192 students have been enrolled and 34 students have been
endorsed for licensure. The follow table provides an overview of the number of students enrolled in programs leading to a DPI teacher
license and the number of students who were granted a license during the 2013/14 school year.
Post-Baccalaureate Educator Certification
Biology (Early Adolescence through Adolescence)
Broad Field Science (Early Adolescence through Adolescence)
Business Education (Early Childhood through Adolescence)
Chemistry (Early Adolescence through Adolescence)
Early Childhood (PK-3)
Early Childhood - Middle Childhood (PK-6)
Early Childhood - Special Education (PK-3)
Economics (Early Adolescence through Adolescence)
Family & Consumer Education (Early Childhood through Adolescence)
Health (Early Adolescence through Adolescence)
History (Early Adolescence through Adolescence)
Marketing Education (Early Childhood through Adolescence)
Math (Early Adolescence through Adolescence)
Physics (Early Adolescence through Adolescence)
Special Education Cross Categorical (Middle Child through Adolescence)
Special Education Cognitive Disorder (Middle Child through Adolescence)
Technology Education (Early Childhood through Adolescence)
Traffic Safety/Driver Education (Early Adolescence through Adolescence)
Total
Students in Program
2013-14*
Endorsed
Candidates for
Licensure 2013-14
2
6
8
2
7
50
26
1
12
14
2
3
1
0
51
4
3
No # available
192
0
0
3
0
0
2
3
0
1
1
0
1
0
0
11
8
0
4
34
Table A: Reading Teacher Final Portfolio Assessment Rubric
Question/Criterion
Foundational Knowledge
Content knowledge is indicated by evidence of ability to explain, compare, contrast, and
critique major theories related to language development and learning to read
Evidence demonstrates your ability to interpret and summarize reading research studies and
the impact on your reading instruction, including an explanation of the choices made in
practice and how your teaching practices relate to reading research
Evidence is provided of your ability to model fair mindedness, empathy, and ethical behavior in
literacy instruction and professional behavior
2011-12
N=36
RDGED
2012-13
N=35
2013-14
N=27
Unsatisfactory
Basic
Proficient
Distinguished
Unsatisfactory
Basic
Proficient
Distinguished
Unsatisfactory
Basic
Proficient
Distinguished
0%
3%
44%
53%
0%
0%
42%
58%
0%
0%
11%
89%
0%
0%
63%
37%
0%
0%
69%
31%
0%
0%
6%
94%
0%
0%
74%
26%
0%
0%
74%
26%
0%
0%
22%
78%
Unsatisfactory
Basic
Proficient
Distinguished
Unsatisfactory
Basic
Proficient
Distinguished
Unsatisfactory
Basic
Proficient
Distinguished
0%
3%
69%
28%
0%
0%
47%
53%
0%
0%
78%
22%
0%
0%
83%
17%
0%
0%
71%
29%
0%
0%
94%
6%
0%
0%
70%
30%
0%
0%
74%
26%
0%
0%
78%
22%
Response
Curriculum and Instruction
Evidence demonstrates your understanding of the research that undergirds reading and
writing curriculum in order to develop and implement curriculum to meet the needs of
struggling readers and writers
Pedagogical expertise is indicated by implementation of appropriate instructional practices,
approaches, and methods to best meet the needs of struggling readers and writers including
those to develop word recognition, language comprehension, strategic knowledge, and
reading/writing connections
Evidence demonstrates how you critically examine instructional materials and use a wide
range of curriculum materials and technology-based resources to meet the needs of all
students
Assessment and Evaluation
Evidence demonstrates how you apply principles, purposes and practices for assessing the
reading performance of all students to screen, diagnose, monitor progress, and measure
student performance
Evidence demonstrates your ability to administer and interpret diagnostic assessments for
struggling readers, including English language learners (phonemic awareness and phonics,
automatic sight word development, fluency, vocabulary and comprehension)
Evidence demonstrates your ability to use assessment analysis to plan and implement
instruction and examine the effectiveness of specific intervention practices and students
responses to instruction
Evidence demonstrates your ability to interpret and communicate results of assessments to
the student, parents, caregivers, colleagues, and administration
Unsatisfactory
Basic
Proficient
Distinguished
Unsatisfactory
Basic
Proficient
Distinguished
Unsatisfactory
Basic
Proficient
Distinguished
Unsatisfactory
Basic
Proficient
Distinguished
0%
0%
61%
39%
0%
0%
61%
39%
0%
0%
61%
39%
0%
0%
56%
44%
0%
0%
91%
9%
0%
0%
89%
11%
0%
0%
86%
14%
0%
0%
86%
14%
0%
0%
89%
11%
0%
0%
81%
19%
0%
0%
81%
19%
0%
0%
81%
19%
Unsatisfactory
Basic
Proficient
Distinguished
Unsatisfactory
Basic
Proficient
Distinguished
Unsatisfactory
Basic
Proficient
Distinguished
0%
6%
75%
19%
0%
3%
75%
22%
0%
89%
8%
3%
0%
0%
80%
20%
0%
0%
86%
14%
0%
63%
34%
3%
0%
0%
96%
4%
0%
0%
85%
15%
0%
0%
89%
11%
Diversity
Evidence demonstrates your understanding of ways diversity influences reading and writing
development of all students, including struggling learners and English language learners and
how you implement instruction that is responsive to students with diverse backgrounds
Evidence demonstrates your ability to use curriculum materials and instructional practices
that are sensitive to the needs of all students and respond to a variety of diversities
Evidence shows how you provide students with linguistic, academic, and cultural experiences
that link their community with the school
Literate Environment
Evidence indicates your ability to select texts and online resources that match the reading
levels, interests, and cultural and linguistic background of all students for a variety of
individual, small group, and whole class activities
Evidence describes how you create a classroom community that is socially supportive and
create an expectation of success for all students, including struggling readers and writers
Evidence demonstrates how you create effective routines to support reading and writing
instruction (e.g. time allocation, transitions from one activity to another; conducting
discussions, giving peer feedback)
Evidence demonstrates how you use effective instructional grouping practices to meet
specific needs of struggling readers and writers(individual, small-group, whole-class, and
computer based)
Unsatisfactory
Basic
Proficient
Distinguished
Unsatisfactory
Basic
Proficient
Distinguished
Unsatisfactory
Basic
Proficient
Distinguished
Unsatisfactory
Basic
Proficient
Distinguished
0%
3%
75%
22%
0%
3%
72%
25%
0%
0%
64%
36%
0%
0%
72%
28%
0%
0%
91%
9%
0%
0%
89%
11%
0%
0%
83%
17%
0%
0%
83%
17%
0%
0%
85%
15%
0%
0%
93%
7%
0%
0%
93%
7%
0%
0%
85%
15%
Professional Learning and Leadership
Evidence is provided of your knowledge of adult learning theories, organizational change, and
school culture in working with colleagues and other professionals
Evidence of your active membership in professional organizations, symposia, conferences,
and/or workshops to pursue the development of professional knowledge and dispositions
demonstrates your commitment to professionalism
Evidence is provided of your participation in building or district professional development
experiences with individual and/or groups of teachers and demonstrates your collaboration
with colleagues and ability to observe, evaluate, and provide feedback on each other’s
practice
Evidence is provided of your understanding of local, state, and national policies that affect
reading and writing instruction
Unsatisfactory
Basic
Proficient
Distinguished
Unsatisfactory
Basic
Proficient
Distinguished
Unsatisfactory
Basic
Proficient
Distinguished
Unsatisfactory
Basic
Proficient
Distinguished
0%
100%
0%
0%
0%
0%
67%
33%
0%
8%
81%
11%
0%
100%
0%
0%
0%
60%
40%
0%
0%
0%
77%
23%
0%
0%
83%
17%
0%
86%
14%
0%
0%
0%
93%
7%
0%
0%
89%
11%
0%
0%
85%
15%
0%
26%
74%
0%