Institute for Professional Studies in Education
Professional Learning Community Certificate Program
08-27-12
Procedures
1. Certificate program proposals will originate with an academic
department; all affected departments must endorse proposals.
Each proposal will include the following:
a. A clear statement of the purpose of the program and the
anticipated benefits to the department(s), school/college,
university, and students.
The Institute for Professional Studies in Education (IPSE), a freestanding
institute with departmental authority housed in the College of Liberal
Studies, is proposing a 12-credit Professional Learning Community
Certificate Program in both a face-to-face, blended, and online delivery
format. The purpose of the program is to address the needs of students,
school districts, the community, and the university and to build competency
in the Professional Learning Community philosophy.
The Professional Learning Community Certificate Program benefits IPSE, the
College of Liberal Studies, and UW-La Crosse by improving content and
pedagogical knowledge, improving PK-16 student learning, and supporting
PK-16 student development and self-efficacy of teachers. In addition the
certificate addresses the mission of IPSE: To build a Master Teachers
Community dedicated to improving the craft of teaching in order to help all
students reach their highest potential. The certificate also addresses UWL’s mission of “fostering curiosity and life-long learning through
collaboration, innovation, and the discovery and dissemination of new
knowledge”.
School district administrators in Wisconsin want content specific emphasis
programs for their teachers. A Professional Learning Community Certificate
Program “fits” because the assumption of the Department of Public
Instruction’s (DPI) Wisconsin Personnel Development Model is that schools
function as a Professional Learning Community (PLC).
In addition, for teachers there are real incentives to earn additional credits
through the proposed certificate program. First, the certificate program will
expand teachers’ knowledge in a Professional Learning Community
philosophy. Also, the program will train teachers to become teacher leaders
and reinforce many of the best practices in teacher education including
constructivism, reflective practice, and transformation. Additionally, getting
an online certificate in professional development in a content specific
emphasis area often results in a raise in pay.
b. Identification of target audience(s) and evidence of long
term or short term need as appropriate.
Target Audience:
The target audience will be teachers and educational professionals in P-16
grade levels, and school administrators throughout Wisconsin, the region,
nationally, and internationally.
Long Term or Short Term Need:
UW-La Crosse has a very successful Master of Education-Professional
Development (ME-PD) Learning Community program through the Institute
for Professional Studies in Education (IPSE) that is delivered off-campus
throughout the State of Wisconsin. Most of the students in this off-campus
program are working PK-16 educators. In the Spring of 2012 IPSE began
its first Online ME-PD Learning Community. Demand for the online degree
is increasing throughout Wisconsin as well as nationally and internationally.
With the passage of Act 10 in Wisconsin, school district needs are changing.
Several Superintendents and Curriculum and Instruction Directors
throughout the State are requesting content specific areas of emphasis for
their teachers. In response to the needs of school districts in Wisconsin,
IPSE is proposing new learning community certificate programs. In
collaboration with school districts and the School of Education at UW-La
Crosse we are proposing four content specific face-to-face, blended, and
online certificate programs. The four content areas include: math
education, English Language Arts, Global and Cultural Competency, and
Professional Learning Community (PLC). This proposal is for a Professional
Learning Community Certificate Program.
Wisconsin’s Department of Public Instruction developed Guiding Principles
as part of the Wisconsin Personnel Development Model. This model
describes how school districts in Wisconsin need to operate. The overall
assumption of the Model is that schools will function as a Professional
Learning Community (PLC) as described in DuFour and Eaker’s book,
Professional Learning Communities at Work (1998). Within the context of a
professional learning community, professional development and support
activities are identified following a collaborative analysis of needs.
Professional development activities are directed at improving skills needed
to enhance instructional effectiveness, particularly for those students most
likely to experience failure. Additionally, administrators, staff and family
members are included in the planning process.
The traditional UW-La Crosse ME-PD Learning Community program has seen
great success in Wisconsin. One of the major reasons for now offering a
hybrid and online Professional Learning Community Certificate Program is
the changing climate for teachers in the State and nationally. Since the
basic tenets of the new certificate program are based on best practices in
education and closely match 21st Century Skills it will be a perfect fit at a
national and even international level. The key elements of 21st century
learning are student outcomes (i.e., Life and Career Skills; Learning and
Innovation Skills; Information, Media, and Technology Skills; and Core
Subjects and 21st Century Themes) and 21st century skills support systems
(i.e., Standards and Assessment; Curriculum and Instruction; and
Professional Development and Learning Environments).
National Needs
According to the latest data in the Occupational Outlook Handbook, 20102011 Edition from the Bureau of Labor Statistics (BLS), there were 3.5
million jobs for K-12 teachers in 2008. Of these about 179,500 were
kindergarten teachers, 1.5 million were elementary school teachers,
659,500 were middle school teachers, and 1.1 million were secondary
school teachers.
Teaching opportunities vary with geographic location, grade level, and
subject taught. The majority of job openings will result from the need to
replace the large number of teachers who are expected to retire over the
2008–2018 period. Also, many beginning teachers, especially those
employed in poor, urban schools, decide to leave teaching for other careers
after a year or two, creating more job openings for teachers.
Job prospects should be better in inner cities and rural areas than in
suburban districts. Many inner cities, overcrowded with high poverty rates,
and remote rural areas with lower salaries have difficulty attracting and
retaining enough teachers. Currently, many school districts have difficulty
hiring qualified teachers in some subject areas such as mathematics,
science, bilingual education, and foreign languages. Increasing enrollments
of ethnically diverse students, coupled with a shortage of minority teachers,
should increase the need for minority teachers. Also, the number of nonEnglish-speaking students will continue to grow, creating demand for
bilingual teachers and for those who teach English as a second language.
The number of teachers is expected to increase in response to reports of
increased job prospects, better pay, more teacher involvement in school
policy, and greater public interest in education. In addition, more teachers
may be drawn from a reserve pool of career changers, substitute teachers,
and teachers completing alternative certification programs. In recent years,
the total number of bachelor's and master's degrees granted in education
has been increasing slowly. Many States are implementing policies
encouraging even more students to become teachers due to the shortage of
teachers in certain locations and in anticipation of the loss of a number of
teachers to retirement.
Median annual wages of K-12 teachers ranges from $47,100 to $51,180 in
May 2008. According to the American Federation of Teachers, beginning
teachers with a bachelor's degree earned an average of $33,227 in the
2005-2006 school year.
According to the U.S. Census Bureau (2006) there are 6.8 million teachers
in the United States. Of these teachers 51% are over the age of 50 and
have a masters or doctorate degree. Since 1961 the number of teachers
acquiring a master’s degree has consistently increased with the majority of
teachers now having master’s degrees. Given that these numbers have
been increasing over time, the projection is good in terms of teachers
returning to get their masters degree. Additionally, projections continue to
be high for growth at both the elementary and secondary levels of PK-12
education.
c. Description of the academic component including:
i. Goals
The primary objectives of the Professional Learning Community Certificate
are to 1) develop and increase teachers’ knowledge and understanding
of the Professional Learning Communities (PLCs); 2) develop and increase
teachers’ knowledge of and expertise with instructional strategies, including
technology, to implement the Professional Learning Community Learning
outcomes effectively; 3) design and evaluate assessments that inform their
instruction of the Professional Learning Community Learning outcomes. The
certificate program consists of four graduate courses that include content in
the foundational framework and history of PLCs, essential components of
PLCs, research on PLCs, the role of assessments, evaluations and grading
within a PLC framework, analysis of various forms of assessments,
identification and evaluation of instructional practices that lead to higher
student achievement, designing assessments that inform practice,
examining various school cultures, and developing a plan to improve a
school’s culture.
ii. Statement of admission requirements that are at least
equal to the appropriate admissions requirements of the
university for degree seeking individuals. Where a
certificate program anticipates a student population
that would not normally fall into one of the university
admissions categories the proposal should describe the
anticipated student background and explain how the
proposed admission requirements are appropriate and
consistent with overall university admissions
requirements.
Professional Learning Community Certificate Program Admissions
Requirements:
1. A baccalaureate degree from an accredited institution.
2. (a) An overall undergraduate grade point average of at least 2.85 on a
4.00 scale, or (b) an average of at least 3.00 in the last half of all
undergraduate work, or (c) an average of at least 3.00 for no fewer than 12
semester credits of graduate study at another accredited graduate
institution.
It is anticipated that two categories of students, those with a baccalaureate
degree and those with a graduate degree.
iii. Number and array of courses including specification of
any required courses. If electives are allowed within the
certificate program, an explanation of the proposed
electives in light of the need for program cohesion
should be included.
IPSE is proposing a 12-credit Professional Learning Community Certificate
Program in a face-to-face and online format. The Professional Learning
Community (PLC) Certificate Program will consist of four, 3-credit courses
with content based on the best practice research by DuFour, DuFour, and
Ecker (2004). Faculty and staff at UW-La Crosse (Sarah Dixen, Ed.S., Billie
Finco, ME-PD and Nationally Board Certified [NBC]), and Amy Stoeckly, MEPD will help develop the Professional Learning Community content areas of
the program.
Curriculum – Professional Learning Community Certificate Program
Four 3-credit Courses
EDU 735
EDU 736
EDU 737
EDU 738
Foundations of Professional Learning
Communities
Assessments, Grading, and
Professional Learning Communities
Teacher Leadership Professional Learning Communities
Professional Learning Communities
in the Content Areas
(3)
(3)
(3)
(3)
iv. A statement that identifies program prerequisites
There are no prerequisite courses required for admission.
v. GPA requirements for certificate completion (2.5
minimum for undergraduate and 3.0 for graduate
certificate programs).
2. In order to complete the requirements for the certificate program, students
must earn a cumulative grade point average of at least 3.00.
i. A statement outlining the certificate program's
relationship to and articulation with existing degree
programs and the select mission of UW-La Crosse.
IPSE offers a 30-credit Master of Education-Professional Development (MEPD) Learning Community program. Students who complete the Professional
Learning Community Certificate Program will be able to transfer 12-credits
into the ME-PD Learning Community program.
b. Description of the administration, staffing, and budgeting for
the program including the following:
Administration: The Director of IPSE will oversee all aspects of the
Professional Learning Community Certificate Program including hiring
qualified Instructional Academic Staff (IAS) or faculty to teach within the
program.
Teaching Faculty and Staff – First priority will be given to the content
development experts in Professional Learning Community including Sarah Dixen,
Ed.S., Billie Finco, ME-PD, NBC, and Amy Stoeckly, ME-PD. The next priority will go
to current and former graduate faculty facilitators with expertise in Professional
Learning Community from the ME-PD Learning Community program including but
not limited to Deb Buswell, Laura Way, John Weiland, and Janet Woodward (NBC).
The last option is to recruit doctoral and master level teachers with expertise in a
Professional Learning Community philosophy.
Budgeting: The budget for the certificate program is part of the 131
revenue generating account for IPSE. All IAS hired to teach in the program
will be paid $1,104 a credit.
i. Evidence that the faculty/staff in the department(s) and
other qualified personnel are willing to teach the courses in
the certificate program at the times/locations necessary for
completion of the certificate.
The IPSE Administrative Team unanimously approved moving forward with
the development and implementation of a Professional Learning Community
Certificate Program. Dean Ruthann Benson of the College of Liberal Studies
approved the development of the certificate program. Additionally, IPSE
met with Interim Provost, Betsy Morgan, Dean Bruce Riley of the College of
Science and Health, and SOE Director Marcie Wycoff-Horn. All were
supportive of the professional Learning Community Certificate initiative.
The Master of Education-Professional Development (ME-PD) Learning
Community program has a history of over 14 years and 3,000+ graduates
in the State of Wisconsin and is based on a learning-in-community,
constructivist philosophy. The program is an innovative field-based
master’s degree program combining elements of university master’s degree
work with components of field-based staff development. Additionally, we
deliver our program in a PLC format. Learners work together in groups to
meet district and individual goals as part of their Professional Development
Plans. Educators in the same district or common specialty areas can work
together towards district goals through their master’s work. The ME-PD
Learning Community program staff is experts in PLC.
There are a number faculty and staff interested in teaching courses in the
certificate program. IPSE hires teachers from all over the State of
Wisconsin as well as Minnesota for the ME-PD Learning Community
program. We try to match IAS with a learning community based on their
area of expertise and their geographic location. This will also be the
process for hiring instructors to teach in the certificate program. In terms
of teaching courses in the certificate program the first priority will be given
to the content development experts in Professional Learning Community
philosophy at UW-L including Sarah Dixen, Billie Finco, and Amy Stoeckly.
The next priority will go to current and former graduate faculty facilitators
from the ME-PD Learning Community program with Professional Learning
Community expertise including Deb Buswell, Laura Way, John Weiland, and Janet
Woodward. The last option is to recruit doctoral and master level experts in
Professional Learning Community.
ii. Proposed frequency of course offerings for courses included
in the certificate program.
The Professional Learning Community Certificate Program is a two-academic
term program. It’s anticipated that new cohorts will start every academic
term, including summer. Below is an example for the first three academic
offerings of the certificate.
Spring 2013
Courses 1 & 2
Summer 2013
Courses 1 & 2
Courses 3 & 4
Fall 2013
Courses 1 & 2
Courses 3 & 4
iii. Proposed arrangements for ongoing advising for students in
the certificate program.
Graduate Faculty Facilitators with expertise in Professional Learning
Communities will be hired to teach in the Professional Learning Community
Certificate Program. These facilitators will act as advisors for enrolled
students.
iv. Anticipated need for other student support services for students
enrolled in the certificate program.
Technical support services will be provided by ITS at UW-La Crosse. The ITS
Support Center offers online help to faculty and staff at UW-La Crosse. All
graduate faculty facilitators receive this information at the start of employment
in the ME-PD Learning Community Staff Handbook. Any other additional or
new information is communicated through ITS emails. ITS Online Help Topics
include:
•
•
•
•
•
•
•
•
A 24 hour Solution Center, Email, Enterprise System (CAS);
Assistance with Desire2Learn (D2L),
Using the Qualtrics survey instrument, Web Development,
Web Accessibility,
Wireless (Vista, XP, OS X),
Individual File Storage,
UW-L Web Templates, and
SPSS tutorial (Valparaiso University).
v. For certificate programs involving more than one academic
department, identification of an administrative
unit for the program.
All courses for the Professional Learning Community Certificate Program will be
developed and housed within the Institute for Professional Studies in
Education.
4 September 2012
To:
CLS Academic Programs Committee
UW-L Academic Programs Committee
UW-L Faculty Senate
From:
Ruthann Benson, Dean
College of Liberal Studies
Re:
a) Proposal for Math Education Elementary Certificate Program
b) Proposal for English Language Arts Elementary Certificate Program
c) Proposal for Global and Cultural Competency Certificate Program
d) Proposal for Professional Learning Community Certificate Program
I am writing to indicate my full support for the proposals listed above submitted by the Institute for
Professional Studies in Education (IIPSE). IPSE Director Dr. Patricia Markos has consulted with me
throughout the planning phase for these certificate programs. All four certificate programs clearly are
in response to the professional development needs of PK-12 teachers and school districts to build
competency in a) math education at the elementary level, b) English language arts at the elementary
level, c) global and cultural education at multiple levels, and d) Professional Learning Community
philosophy. The student learning outcomes for these certificate programs are based on outcomes
identified by a) The National Council of Teachers of Mathematics, b) The National Council of Teachers
of English, c) The United Nations and the World Health Organization, and d) the Department of Public
Instruction’s (DPI) Wisconsin Personnel Development Model
The proposals for all four certificate programs describe the purpose of the programs and the anticipated
benefits; the target audience; and evidence of state, region, and national needs; as well as other details
of the academic component (goals, admission requirements, number and array of courses, prerequisites,
administration/staffing/budget, personnel, advising and student support service needs). These 12-credit
certificate programs have either two or three delivery options (face-to-face, hybrid or online) in order to
meet the needs of working teachers in earning certificate credits. The certificate programs would be
delivered within the learning community format and special program revenue model.
Because of the long and successful history of providing masters level education to teachers by the
Masters of Education-Professional Development (ME-PD) Learning Community Program (now housed
within the Institute for Professional Studies in Education), I am very confident that these certificate
programs will be of high quality and will contribute greatly to our array of educational offerings.
University of Wisconsin
LA CROSSE
September 9, 2012
To Whom It May Concern:
I am writing this letter to express my full support for the four certificate programs (Math,
English Language Arts, Professional Learning Communities, and Global and Cultural
Competence) that are being submitted by The Institute for Professional Studies in
Education (IPSE). These certificate programs are designed to meet the needs of local
teachers, as school districts and state assessments begin to require ongoing growth and
development in content areas.
As the Director for the School of Education, I meet with area school district
administrators a few times throughout the year and it has been very clear articulated
that they are seeking content specific programs like these for teachers in their school
districts. The IPSE will continue to work to meet professional development needs and I
believe the four certificates submitted by IPSE are just the beginning. Many districts are
now requiring that teachers extend their content knowledge in the Common Core State
Standards (CCSS), certainly in math and English language arts; however, science and
social studies will be naming them something other than CCSS. For example, the new
science standards will be called the Next Generation Science Standards. Teachers of
science and social studies will be required to extend their content knowledge in 2013 or
shortly thereafter. The IPSE has a longstanding history of helping teachers grow and
develop in meaningful areas. These certificate programs will train teachers to become
teacher leaders and reinforce many of the best practices in teacher education including
constructivism, reflective practice, and transformation.
I can’t stress enough how much these four certificate programs will assist school
districts as the demands of teachers continue to increase. I hope you will give this
proposal strong consideration as you note the impact such a program could have on
Wisconsin school districts and ultimately the children in PK-16. If you have any
questions, please do not hesitate to connect with me via 608-792-6170 or mwycoffhorn@uwlax.edu.
Sincerely,
Marcie Wycoff-Horn, Ph.D.
Director, School of Education
School of Education
145 Graff Main Hall, 1725 State Street, La
Crosse, WI 54601 (608) 785-8134, Fax: (608)
785-8926
www.uwlax.edu/soe