The Secondary Teacher Education Preparation (STEP) Committee was charged in Summer 2009 to
review and revise the existing teacher education program for all Early Adolescence – Adolescence
(EA-A) majors. The proposed revisions include reducing the number of credits for program
completion and transferring the degree conferment for these teacher education candidates from
the Department of Educational Studies into content departments in the Colleges of Liberal Studies
and Science and Health. The anticipated program start date is scheduled for Fall 2011 with the first
cohort of teacher education candidates to receive admission in early October 2011. As such, this
document contains the requested components for reviewing program revisions that have resource
needs and implication for long-range academic planning.
1. A description of the revised program, including the curriculum and its relationship to
other programs at UW-L and the rationale for the revised program.
Description and Rationale
The School of Education (SOE) represents a collection of Teacher Education Programs housed in a
variety of departments and colleges across campus. At the University of Wisconsin-La Crosse all
teacher candidates in the EA-A licensure range have their degrees conferred through the
Department of Educational Studies. As a newly designed structure, the SOE proposes to transfer the
conferment of these degrees to the content departments. This collaborative structure will be
collectively referred to as the Secondary Teacher Education Preparation Program. Throughout this
document, “secondary” is used as an inclusive term for both middle and high school levels.
To address the mission and Conceptual Framework of the SOE, STEP candidates will complete
program requirements in general education, professional teacher education, and the content
discipline. This will ensure that teacher candidates have a firm grounding in the liberal arts and
sciences, as well as deep content knowledge. The proposed STEP coursework will also provide
teacher candidates with diagnostic skills and a rich repertoire of instructional strategies and
assessment procedures appropriate for the discipline. The STEP Program is designed to enhance
sensitivity to cultural and linguistic variations in order to improve a candidate’s ability to adapt
classroom instruction and assessment to meet the diverse needs of their future students.
The proposed STEP Program is a performance-based professional education model that will offer a
high quality curriculum delivered within a credit sensitive framework. In other words, teacher
candidates will graduate with the knowledge, skills and dispositions needed to be effective
beginning teachers with a reduced number of credits to graduation. In the face of extreme
competition for teacher candidates across Wisconsin and the nation, this program has the potential
for increased enrollment, especially in high demand areas such as mathematics and science.
The STEP Program is designed to:
a) increase content knowledge and connect the teacher education program to the content
disciplines;
b) provide for strong alignment between content and pedagogy courses;
c) provide teacher candidates with greater access to faculty and instructional academic staff;
d) provide clear expectations and concentrated advising for teacher candidates;
e) provide adequate measures for the full completion of the program in a timely manner; and
f) increase the number of graduates in the secondary programs especially in high demand
areas of mathematics and science.
STEP APC Program Overview December, 2010| UWL
The STEP Program will focus on the central concepts, tools of inquiry, and structures of the
disciplines, as well as instructional tools to make these aspects of the subject matter meaningful for
all learners. This approach will foster greater collaboration between School of Education faculty
and their colleagues in arts, humanities, and sciences. As such, the STEP structure will allow for
enhanced inter-disciplinary connections across the program majors. This shared responsibility for
teacher preparation holds promise for creating an integrated teacher education program to
strengthen candidates’ content and pedagogical knowledge, and ultimately result in improved
learning outcomes for all students.
With an expected transition to this new program in Fall 2011, the STEP committee has worked
collaboratively across the university to ensure a concentrated effort to develop curriculum to
support the development of teacher education candidates. This collaboration includes direct
contact with 12 content departments, as well as the Department of Educational Studies to develop
the admissions policy, curricular revisions, and assessment methods for the STEP program. In
addition, the committee has met regularly with Deans Riley and Benson Provost Enz-Finken,
Registrar Chris Bakkum, Associate Registrar Jan Von Ruden and Academic Services Coordinator
Sandy Keller to ensure an effective transition for teacher education candidates.
What are the major revisions?
A. Degrees conferred through each content department.
B. The “methods” course changes in name and number of credits. “Teaching and Learning in
(content department) will be integrated into the content major requirements. The additional
credit has been added for the field experience.
C. Field experiences integrated into required courses rather than as stand-alone courses. All STEP
teacher candidates will complete two semester-long field experiences prior to student teaching.
One field experience will be tied to the literacy course (EDS 351) to support teacher candidates
in all content areas gain a strong command of the strategies to support struggling readers. The
second field experience will be linked to the content teaching and learning course. Faculty
workload will be managed for these 4 credit courses as a three hour lecture with a two hour
field experience component. Field experiences will provide teacher candidates with greater
support from faculty and academic staff.
D. Reduce credits to graduation. Teaching literacy, foundations of education, educational
psychology, and special education courses remain. The course credits have been reduced by 1520 credits (depending on specific programs). Reduction credits will allow teacher education
candidates increased opportunities to select “fast-track” certifiable minors and/or more
flexibility in electives chosen as part of their professional development plans. The number of
student teaching credits has also been reduced from 15 to 12.
What does this new program mean for faculty in the content departments?
A. Advising teacher education students from pre-admission into the teacher education program
through graduation.
B. Assessing program outcomes through the School of Education Comprehensive Assessment
System.
C. Monitoring and evaluating SOE teacher education portfolio which will be integrated into
coursework.
STEP APC Program Overview December, 2010| UWL
Curriculum
Completion of the STEP Program will prepare teacher candidates to teach at the middle and high
school level. The program is aligned with the Early Adolescence – Adolescence (approximate ages
of learners 10 – 21) licensure range and would include the following areas of study:
Majors:
 Biology
 Broadfield Science (Second Major
only, Chemistry, Biology, Physics,
Earth Science)
 Broadfield Social Studies
 Chemistry
 Computer Science
 English
 History
 Mathematics
 Physics
 Political Science
 Sociology
Minors:
 Biology
 Chemistry
 Computer Science
 Geography
 Earth Science
 Economics
 English
 History
 Mathematics
 Physics
 Political Science
 Sociology
The STEP program has been collaboratively researched and designed by faculty and academic staff
in Biology, Microbiology, Psychology, Educational Studies, English, History, and Mathematics.
Consultation with Provost Enz-Finken, CLS Dean Benson, SAH Dean Riley, School of Education
Director Wycoff-Horn, Registrar Chris Bakkum, Teacher Certification Officer Sandy Keller, and
content departments has occurred throughout the process. Others on campus and the community
have been consulted and provided feedback as well.
Aligned with the mission of the School of Education to develop professionals with a profound
respect for the dignity of all learners, the STEP curriculum blends both content and pedagogy in
order to develop the professional competencies that enable them to be effective teachers and
responsible citizens in a diverse and dynamic world. Teacher candidates will earn initial teacher
licensure from the Wisconsin Department of Public Instruction upon the successful completion of
the STEP Program requirements. In the STEP Program, candidates will pursue a content major
while completing General Education and Secondary Professional Education requirements.
General Education Requirements 48 credits. To ensure that teacher candidates meet state
performance competencies, candidates will select general education requirements from the list
applicable to teaching certification programs.
Secondary Professional Education Requirements 35 credits. To ensure the teacher candidates meet
the goals and objectives of the STEP Program, candidates will progress through coursework
designed to integrate theory with practice, as well as provide candidates with the opportunities to
reflect upon teaching experiences.
Content Major Requirements 36-44 credits. To ensure the teacher candidates have a deep
understanding of the central concepts, tools of inquiry, and structure of their discipline, teacher
candidates will complete program requirements outlined by their respective content
STEP APC Program Overview December, 2010| UWL
department(s). Required Content Major courses will include the four credit methods course,
Teaching and Learning (Content) in the Secondary School
PHASE I: PRE-APPLICATION
 Complete the three Initial Professional Preparation Courses: EFN 205 Understanding Human
Differences, EDS 303 Foundations in Public Education, and PSY 212 Life Span Development.
 Pass English 110 (or course equivalent) with a C or better.
 Complete a minimum of 40 earned credits with an overall 2.75 GPA.
 Pass all components of the Pre-Professional Skills Test (PPST) – Math (173), Reading (175),
and Writing (174). UW-L must receive an official score report sent from ETS to the university.
Course Title
Course Description
EFN 205:
Understanding
Human Differences
(3 credits)
Existing Course
The course will focus on human differences and the factors which influence these
differences, specifically group identifications. It will explore the interaction
between misperceptions and ethnocentric perspectives which foster the
development of prejudicial attitudes. It will explain the effect of prejudicial
attitudes on expectations for “different” others (stereotyping) and on behavior
toward those others (discrimination). It will examine diverse groups in our
society and how membership in one or more of these groups affects one’s sense
of identity and one’s opportunities.
Examines the historical and philosophical foundations of the teaching profession
as well as contemporary issues facing teachers in the twenty first century relating
to school law, ethics, school governance and the impact of economics on public
education.
EDS 303: Foundations
of Public Education in
the United States
(2 credits)
New Course
PSY 212:
Life-Span
Development
(3 credits)
Existing Course
An overview of human development from conception through death. It
emphasizes major developmental milestones in several domains, including
physical, cognitive and social/emotional. It also introduces students to prominent
historical, theoretical, and methodological approaches to human development as
well as to practical applications.
PHASE II STEP ADMISSION:
o Current Resume
o Teacher Candidate Recommendation References: These references will be sent a
Teacher Candidate Recommendation Level to assess the candidate’s qualifications for
admissions into the STEP Program.
o Scholastic Record
o Educational Experience Reflection Paper which is reflective upon a student’s Phase I
coursework (EFN 205, EDS 303, and PSY 212).
Once all application materials have been reviewed and approved, students will be contacted by
the interview chair who will set up an interview schedule and solicit applicants to sign up for a
20 minute interview with at least three representatives from the STEP committee. Interviews
will consider students on the basis of cultural sensitivity and a commitment to the education of
all students. The interview is designed to ascertain potential students’ openness to learning about
diversity, to serve as an introduction to our program’s commitment to equity, and to monitor
movement in learning for program assessment. The interview will also be used evaluate oral
communication skills and ability to relate current issues, content knowledge, experiences, and
personal qualifications to the knowledge, skills, and dispositions necessary to become an
effective teacher.
STEP APC Program Overview December, 2010| UWL
I. Professional Education Required Coursework for all EA-A Majors
Course Title
Course Description
PSY 370: Educational
Psychology
(3 credits)
Existing Course
Approved by TECG
EDS 309:
Education in a Global
Society
(2 credits)
New Course
Approved by TECG
This course examines the application of psychological principles to school
learning. Topics covered include theories of learning, individual differences,
motivation, classroom management, measurement and evaluation, and effective
teaching. The content will be discussed in relation to current issues and problems.
Prerequisite: PSY 100 and 210 or PSY 212 or ESS 225; 45 earned credits.
In support of teachers as globally responsive citizens, this course studies
international education issues relating to global poverty, gender inequality and the
impact of globalization on the teaching profession. Comparative case studies
regarding education systems in other parts of the world are integrated to provide
a stronger global perspective on social, economic and political aspects of
schooling. Prerequisite: EDS 303 and admission to Teacher Education Program.
EDS 351: Language,
Literacy and Culture
in the Secondary
Classroom
(4 credits)
New Course
Approved by TECG
This course consists of class sessions and an integrated field experience. It is
designed to equip teacher candidates to understand theoretical and evidencebased foundations of literacy processes and instruction. Students will learn about
a) instructional strategies, approaches, and materials to support student learning
in literacy, b) a variety of assessments and how assessment information can be
used to plan and evaluate literacy instruction, c) develop an awareness,
understanding, respect, and value for diversity and its impact on literacy, and d)
factors in the learning environment that foster literacy achievement. Prerequisite:
admission to Teacher Education Program.
This course is an introduction to the systematic planning of instructional
technology. Course objectives include developing functional skills in computer
hardware and software, design of multimedia materials, and effective application
of technology in teaching and learning. The course focuses on the basic principles
of learning through technology integration into instruction with the use of
multimedia, Web development, instructional media, distance learning, Internet use
and ethical, legal, and social issues in technology. Prerequisite: sophomore
standing; declared Education major.
This course is a general survey of exceptional individuals (disabled and gifted)
from birth to 21 years of age. It provides an introduction to special education
including history, law, definitions and classification systems, characteristics,
etiology, provision of services and educational interventions and procedures
related to the various disabilities covered under the law. Prerequisite:
Undergraduate: junior standing and admission to Teacher Education Program.
This seminar course provides an opportunity to discuss and further develop
candidates’ critical thinking regarding issues of the field and practice of educating
school-age individuals. In this course candidates will discuss current issues faced
within their student teaching experiences as well as issues around the areas of
professionalism, conflict resolution, and classroom management. Prerequisite:
admission to Teacher Education Program; to be taken concurrently with EDS 493
or 494 or 495. Registration occurs through the Office of Field experience only.
Student teaching is a full day, full school semester, and professional experience in
selected middle or secondary schools with qualified, approved cooperating
teachers. Orientation, seminars and other professional experiences are also
required. Prerequisite: completion of requirements in education, including special
methods courses; recommendation by the appropriate education program faculty;
2.75 cumulative GPA and a 2.75 GPA in the major, minor, concentrations and
professional course work; and an official passing Praxis II content test score report
documenting passing scores on Praxis II content tests in the appropriate
certification area/discipline To be taken concurrently with EDS 492. Registration
EDS 319:
Teaching with
Integrated
Technology
(2 credits)
Existing Course
SPE 401/501:
Introduction to
Exceptional
Individuals
(3 credits)
Existing Course
EDS 492: Student
Teaching
(1 credit)
Existing Course
EDS 494: Student
Teaching: Early
AdolescenceAdolescence
Existing Course
(12 credits)
OR
STEP APC Program Overview December, 2010| UWL
occurs through the Office of Field Experience only. Satisfactory/ Unsatisfactory
grading.
EDS 495: Teaching
Internship
Existing Course
(12 credits)
*STEP candidates will
have the option to
select a middle level or
high school level
placement, or a
combination.
Teaching internship is a full day, full school semester professional experience in
selected elementary and secondary schools with qualified, approved cooperating
teachers. Prerequisite: completion of requirements in education, including special
methods courses; recommendation by the appropriate education program faculty;
3.0 cumulative grade point average and a 3.0 grade point average in the major,
minor, concentrations and professional course work; and, an official Praxis II
content test score report documenting passing scores on Praxis II content tests in
the appropriate certification area/discipline; and, selected for Wisconsin
Internship Program placement and a state intern license. To be taken concurrently
with EDS 492. Registration occurs through the Office of Field Experience only.
Satisfactory/ Unsatisfactory grading.
II. Professional Education Required Coursework for select EA-A Majors and Minors
Social Studies and Science majors and minors are required to complete GEO 200. In addition, all
Social Studies majors and minors are required to complete EFN 200.
Course Title
EFN 200:
Cooperatives
(1 credit)
Existing Course
GEO 200:
Conservation of
Global Environments
(3 credits)
Existing Course
Course Description
A study of the history and development of cooperatives, a form of business
organization voluntarily owned and controlled by member patrons on a nonprofit
or cost basis. The social, political and economic aspects of cooperatives constitute
the basis for the course. Note: This course is a statutory requirement for all social
studies majors and minors (except psychology minors) in the 1-9 or 6-12 teacher
certification programs. May not count in major or minor.
Introduction to natural resources, resource management, environmental and land
use ethics, environmental impacts of resources utilization and strategies to resolve
environmental conflicts. Course examines the relationships between society and
the environment from the global to the local scale.
III. Content Education Major and Minor Requirements:
Each content major and minor has renamed the program of study (e.g., Mathematics Education
Major) to be consistent across the entire STEP Program. In addition to including the contentspecific teaching and learning course to the existing teacher education program major
requirements, some departments have made curricular revisions.
Course Title
Course Description
Teaching and
This course will be integrated with a field experience. In the context of a real
Learning
classroom, teacher candidates will learn how to plan for and assess student learning in
____________ in the
______________. With a focus on content knowledge, teacher candidates will plan a variety
Secondary School
of meaningful learning experiences, assess student learning, and monitor and modify
(4 credits)
instruction to best support the individual learners in the classroom. The teacher
Modified Courses
candidate will design, enact, and assess activities that advance student understanding
Approved by TECG
to more complex levels. Teacher candidates will gain experience in monitoring the
obstacles and barriers that some students or groups of students face in school and
learn how to design learning experiences to support all learners. Prerequisite: EDS 351
STEP APC Program Overview December, 2010| UWL
Comparison of existing and proposed Professional Education Requirements
Current Professional Education Requirements for
Proposed STEP Professional Education
Early Adolescence – Adolescence (EA-A)
Requirements
Allied Field Requirements
PSY 212 Life-Span Development (3 cr)
PSY 212 Life-Span Development (3 cr)
PSY 370 Educational Psychology (3 cr)
PSY 370 Educational Psychology (3 cr)
Professional Education Requirements
EDS 310 Education in a Global Society (3 cr)
EDS 303 Foundations of Public Education in the
United States (2 cr)
EDS 309 Education in a Global Society(2 cr)
EDS 319 Teaching with Integrated Technology I (2
EDS 319 Teaching with Integrated Technology I (2
cr)
cr)
SPE 401 Introduction to Exceptional Learners (3 cr)
SPE 401 Introduction to Exceptional Learners (3 cr)
EDS 420 Teaching with Integrated Technology II (1
Integrated into content methods coursework for
cr)
application to subject matter
EDS 480 Contemporary Issues (1 cr)
EDS 460 Transescent Education (3 cr – not currently
offered)
Professional Block with Field Experience
EDS 451 Contemporary Literacy for Secondary
EDS 351 Language, Literacy and Culture in the
Learners (3 cr)
Secondary Classroom (4 credit -3 hr lecture with
integrated 2-hour field experience)
EDS 406 Teaching for a Diverse Society (4 cr)
EDS 405 Field Experience I (2 cr)
C-I ______ Content Methods (3 cr)
____ Teaching and Learning in the Secondary School
(cr - housed in content department, 3-hour lecture
EDS 450 Field Experience II (2 cr)
with integrated 2-hour field experience)
Student Teaching or Internship
EDS 494 Student Teaching: EC-A or EA-A (15 cr)
EDS 494 Student Teaching: EC-A or EA-A (12 cr)
or
or
EDS 495 Teaching Internship (15 cr)
EDS 495 Teaching Internship (12 cr)
EDS 492 Student Teaching Seminar (1 cr)
EDS 492 Student Teaching Seminar (1 cr)
Additional DPI Statutory Requirements
GEO 200 Conservation of Global Environments (3 cr - GEO 200 Conservation of Global Environments (3 cr Social Studies & Science majors & minors only)
Social Studies & Science majors & minors only)
EFN 200 Cooperatives (1 cr - social studies majors &
EFN 200 Cooperatives (1 cr - social studies majors &
minors only)
minors only)
C-I 381 Environmental Education (1 cr - Social
Integrated into content methods coursework for
Studies & Science majors & minors only)
Social Studies and Science majors and minors
Total Credits: 49 – 54 credits
Total Credits: 35 – 39 credits
Note: 4-credit content method course is counted in
Major total credit count
STEP APC Program Overview December, 2010| UWL
2. Review Criteria
Centrality to Mission
Teacher education is a campus wide endeavor. The select mission of UW-L is to ensure a
challenging, dynamic, and diverse learning environment in which the entire university community is
fully engaged in supporting student success. The STEP program is an active component of this
mission, as it relies on the commitment of administration, faculty, and staff from all colleges to
support teacher education. To date the STEP program has been formally approved by all content
departments listed on page 3, the College Curriculum Committees, and the Teacher Education
Governing Council.
Program Quality
Faculty
SOE faculty and staff are housed within content departments across campus. As such, the STEP
program brings together faculty and staff from all colleges to support teacher education. Through
collaborative planning across the Colleges of Science and Health and Liberal Studies, there SOE
searches for faculty in the STEP program are underway. These searches include a literacy position
in the Department of Educational Studies and two science education positions in the Departments
of Chemistry and Biology.
Students
High quality students are essential to the mission of the SOE. As such, students wishing to pursue a
STEP Program will adhere to the admission guidelines listed above. Student progress will be closely
monitored with the SOE Comprehensive Assessment System.
Accreditation
The Teacher Education programs housed within the School of Education is accredited through the
Department of Public Instruction. All teacher preparation programs including the EA-A licensures
content programs were approved in Fall of 2010. The STEP Program has consulted with the
Department of Public Instruction in regards to program revisions. As such the committee will is in
the process of preparing a New Licensure Program to this accrediting agency.
Lateral Reviews
Assessment and review of the STEP program will be guided by the SOE Comprehensive Assessment
System.
Demand for program by students
The table below shows 10th day enrollment data for all students who are declared EA-A majors. The
distribution across program concentrations (Science, Math, Social Studies, and English) is relatively
equivalent. Note: The last column includes Early Childhood-Adolescence majors such as art, music,
and languages. This licensures range is currently undergoing similar curricular revisions.
STEP APC Program Overview December, 2010| UWL
Table 1. Student Enrollment Numbers
Term
Pre-Admission Post-Admissions Total
EA-A
EA-A & EC-A
Fall 2000
379
111
Spring 2001
343
106
Fall 2001
422
111
Spring 2002
392
123
Fall 2002
406
132
Spring 2003
337
164
Fall 2003
399
136
Spring 2004
349
133
Fall 2004
352
124
Spring 2005
294
126
Fall 2005
313
158
Spring 2006
262
163
Fall 2006
283
172
Spring 2007
226
171
Fall 2007
260
176
Spring 2008
197
184
Fall 2008
265
173
Spring 2009
199
205
490
449
533
515
538
501
535
482
476
420
471
425
455
397
436
381
438
404
Demand for graduates of the program
The Department of Public Instruction’s Supply and Demand of Personnel for Wisconsin Public Schools
for 2007 indicated a growing demand for high quality middle and high school teachers in all areas.
Critical shortage areas most frequently cited included Mathematics, General Science (including
Biology, Chemistry, and Physics), Technology Education, and Foreign Language. Each year, UW-L
graduates high quality teacher candidates in these high demand areas. The STEP program has the
potential for increased graduation rates for teacher education candidates, especially in high
demand areas such as mathematics and science.
Program uniqueness:
The STEP program is unique as it houses the EA-A teacher education majors within the content
departments. This alignment between content and pedagogy will provide teacher candidates with a
strong connection to both education and content faculty. This relationship will also help broaden
the work of content faculty through collaboration with the 6-12 school system.
Potential for external resource support:
No external resources have been solicited.
STEP APC Program Overview December, 2010| UWL
Costs to deliver the proposed program:
STEP faculty and staff will be housed within the content departments, as well as serve as members
of the SOE. The Colleges of Science and Health and Liberal Studies have already worked
collaboratively to transfer FTE from the Department of Educational Studies to support existing
content education positions in mathematics, the sciences, history, and English. In addition, three
active search and screens for faculty are underway in both colleges.
In addition to the STEP committee structure, a ¼ time SOE faculty will be appointed as the STEP
Program Director. This position will coordinate with the School of Education Director and the SAH
and CLS Deans to ensure the fidelity of program implementation across all content departments.
This position will be jointly supported by the Colleges of Science and Health and Liberal Studies.
Duties of the STEP Program Director include admissions, curricular decisions, assessment, and
coordination with the Director of SOE.
3. Five-Year Plan
a. Initial Size:
The STEP Program will begin admitting teacher education candidates in Fall 2011. It is project that
approximately 50 students will be admitted to this teacher education program in Fall and Spring.
Current EA-A teacher education students will have the option to select which University Catalog to
complete their certification program. The STEP committee has worked collaboratively with
Certification Officer Sandy Keller, Registrar Chris Bakkum, Associate Registrar Janis Von Ruden, CLS
Dean Ruthann Benson and the Department of Educational Studies to ensure a consistent transition
for these teacher education students. As such, it is estimated that by the end of the Spring 2012 the
STEP Program will have formally admitted nearly 150 teacher education candidates at various
stages of their academic program.
b. Projected Growth:
The STEP Program anticipates that same average number of pre-admission (~200) and postadmission (~150) teacher education candidates as indicated in Table 1 above. Therefore, it is
estimated that the STEP Program will grow to approximately 350 students by Fall 2012. This
number will remain relatively stable for the indicated five year plan.
A s outlined above, a STEP Program Director will be appointed to oversee all aspects of the STEP
Program.
As discussed previously, three active Assistant Professor Search and Screens for the STEP Program
are in progress. These positions include a Literacy faculty in the Department of Educational Studies
and two Science Education faculty in the Departments of Chemistry and Physics. It is anticipated
that an addition Educational Foundation faculty search in the Department of Education Studies will
be sought. Reallocations of budget line items across the Colleges of Science and Health and Liberal
Studies have occurred to support these new faculty positions.
c. Start-up Costs:
STEP APC Program Overview December, 2010| UWL
As the STEP Program will only restructure the existing EA-A teacher licensure program, there are
limited start-up costs. These costs include faculty support for curriculum development and
marketing costs for program advertisement.
d. Projected Costs:
The ongoing costs associated with the STEP Program will include one ¼ time STEP Program
Director. Other minimal costs including faculty, staff, and supplies will be maintained by each
content department.
e. Entitlement Losses or Trade-Offs: Not Applicable
f. Other Costs: Not Applicable
4. Sources of Revenue:
The STEP program will be supported though the School of Education and the Colleges of Science
and Health and Liberal Studies. No addition revenue funds are being solicited.
5. A description of both the positive and negative impacts on:
a. Existing programs within the college.
The STEP program is designed to strengthen the EA-A teacher licensure program by providing
students with a stronger link between content and pedagogy. Specific positive impacts for teacher
education candidates and faculty/staff within the Colleges of Science and Health and Liberal Studies
are outlined below.
Positive Teacher Education Candidate Impacts:
 Reduce the number of credits to graduation from approximately 150 to 130. This will allow
for a timely graduation from the program as well as the opportunity to select course
electives that will better prepare individual teacher education candidates.
 Enhance teacher education candidate’s sensitivity to cultural and linguistic variations in
order to improve their ability to adapt classroom instruction and assessment to meet the
diverse needs of their future students.
 Greater access to faculty and instructional academic staff in order to provide clear
expectations and concentrated advising from pre-admission to degree articulation.
Candidates will have one advisor who will be in charge of both the SOE Portfolio and
advisement reports.
 Field Experience will be integrated into coursework to ensure the fidelity of the STEP
program goals and allow for common assignments across all field experience seminars as
these seminars will be instructed by STEP faculty/staff.
 For all teacher education candidates who select to switch University Catalogs and complete
the STEP program, advisement reports will be examined on an individual basis to ensure a
smooth transition into the STEP Program.
STEP APC Program Overview December, 2010| UWL
Positive STEP Faculty/Staff
 Greater collaboration across the School of Education and the 6-12 education system.
 Distributed workload for academic advising and field experience supervision duties.
 Coordinated advising protocols and assessment procedures.
b. Existing programs outside the college.
The STEP program will coordinate with the School of Education, the Office of Field Experience and
School Partner Sites to assist in the placement of teacher education candidates during their field
and student teaching experiences. The STEP program will also assist the Office of Field Experience
in training university supervisors who will observe these teacher education candidates in the field.
6. Letter of Support: Provost Kathleen Enz-Finken
STEP APC Program Overview December, 2010| UWL