University of Wisconsin-Whitewater
Curriculum Proposal Form #4A
Change in an Existing Course
Type of Action (check all that apply)
Course Revision (include course description & former and new syllabus)
Contact Hour Change and or Credit Change
Diversity Option
General Education Option
area: Select one: *
Grade Basis
Repeatability Change
Other:
* Note:
For the Gen Ed option, the proposal should address how this course relates to specific core courses, meets the goals of General
Education in providing breadth, and incorporates scholarship in the appropriate field relating to women and gender.
Effective Term: 2157 (Fall 2015)
Current Course Number (subject area and 3-digit course number): 410/610
Current Course Title:
General Education Field Experience
Sponsor(s):
Rowand Robinson
Department(s):
Special Education
College(s):
Education
List all programs that are affected by this change:
If programs are listed above, will this change affect the Catalog and Advising Reports for those
programs? If so, have Form 2's been submitted for each of those programs?
(Form 2 is necessary to provide updates to the Catalog and Advising Reports)
NA
Yes
They will be submitted in the future
Form 2’s have been created for both emphasis areas (EBD/LD and CD). Please refer to these form
2’s for program details.
Proposal Information:
I.
(Procedures for form #4A)
Detailed explanation of changes (use FROM/TO format)
This field experience will drop from 3 credits to 2 credits. While specific course assignments will not
necessarily change, the required hours in field will drop from 150 to 99 hours.
FROM:
SPECFLD 410/610 GENERAL EDUCATION FIELD EXPERIENCES 3 Units
Students seeking licensure in Special Education will complete a 150-hour
assignment in a general education classroom where inclusionary practices for
individuals with special needs are applied. The field experience provides
1
opportunities to become familiar with the range of students’ abilities, curricular
focus, achievement expectations, enhancements, adaptations, and modifications
of instruction; and collaborative practices of general and special educators.
Prereq:Special Education major, SPECED 361 and SPECFLD 385, admission to
Professional Education or Special Education minor, SPECED 361, SPECFLD
385, admission to Professional Education.
Coreq: SPECED 458
TO:
SPECFLD 410/610 GENERAL EDUCATION FIELD EXPERIENCES 2 3 Units
This field experience provides students with experience in a general
education classroom where inclusionary practices for individuals with
special needs are applied including opportunities to become familiar with
the range of students’ abilities, curricular focus, achievement expectations,
enhancements, adaptations, and modifications of instruction; and
collaborative practices of general and special educators.
Prereq: Special Education major, SPECED 361 and SPECFLD 385, admission to
Professional Education or Special Education minor, SPECED 361, SPECFLD
385, admission to Professional Education.
Coreq: SPECED 458
II.
Justification for action
The Department of Special Education is revising the current undergraduate teacher licensure
program to meet new and on-going state Department of Public Instruction (DPI)
requirements. Program revision involves changes to existing courses, addition of new courses
and deletion of courses. For this course, a change of credits from three to two is being made
and the work load is being reduced to reflect this change which better reflects the demands
the curricular changes are necessitating in this fieldwork experience and throughout the
program.
III.
Syllabus/outline (if course revision, include former syllabus and new syllabus)
Former Syllabus –
UNIVERSITY OF WISCONSIN-WHITEWATER
Department of Special Education
Fall 2014
SPECFLD 410/610 GENERAL EDUCATION FIELD EXPERIENCES (3 credits)
Supervisors
Office
E-mail
Phone
Amy Stevens, Coordinator
5039
griffita@uww.edu
262-472-5817
Ozalle Toms, Co-Coordinator
5040
toms@uww.edu
608-295-5863
Heather Dahl
5048
dahlh@uww.edu
Bonnie Dimond
5048
bondiamond@hotmail.com
Office Hours: By appointment at Field School or on campus.
Dates: October 20-December 5 with the exception of district Thanksgiving break/holidays.
Daily attendance: 7:20-12:00 (Start time may adjust to accommodate school/teacher)
2
FIELDWORK DESCRIPTION
“Students seeking licensure in Special Education will complete a 130 hour assignment in a
general education classroom where inclusionary practices for individuals with special needs are
applied. The field experience provides opportunities to become familiar with the range of
students’ abilities; curricular focus; achievement expectations; enhancements, adaptations, and
modifications of instruction; and collaborative practices of general and special educators
(University of Wisconsin-Whitewater Undergraduate Bulletin Catalog, 2008-2010).
This course is taken concurrently with SPECED 458 and is ideally taken the semester before
student teaching (methods block). Required readings and discussions in 458 Collaboration for
Effective Instruction, combined with the activities and projects carried out in the field experience
directly relate to all ten WTS/CEC standards. Students are provided with an integrative
experience in which they have the opportunity to:
1. Identify responsibilities as a professional educator in schools where inclusive practices are
valued.
2. Develop skills (planning, presenting, processing, problem solving) needed as a member of an
instructional team.
3. Design, implement and evaluate differentiated instructional practices.
4. Develop habits of mind that will promote intellectual, moral and critical thinking abilities.
FIELDWORK COMPETENCIES
1. Collect classroom and student data that is needed in order to plan effective instruction.
2. Uses assessment information and curricular content to develop daily, student-centered
instruction that reflects district goals and Core Curriculum Standards as well as IEP
goals, content learning enhancements, differentiation/UDL, and curricular
accommodations.
3. Select and carry out cooperative teaching arrangements in a general education classroom
and provide rationale for role selection.
4. Practice and reflect on collaborative skills as well as how to build relationships with a
variety of individuals.
FIELDWORK REQUIREMENTS
Professional Behavior
 Perfect attendance & punctuality. (You must notify partner, cooperating teacher,
AND supervisor in advance of absence. All missed time MUST be approved, made
up, & a verification form signed & submitted.) Unexcused absences (for any reason
other than documented illness, death of close family member, or UWW sanctioned
events) result in 5% deduction per day of absence.
 Appropriate demeanor, appearance, and initiative.
3







Cell Phone Use: Refrain from making personal calls/texts/web searches during field
time, including prep period unless web is specifically for field assignment.
Communicating Expectations with the Cooperating Teacher: You must communicate
your needs with your CT. Please give your CT a copy of the assignment calendar. If
your CT would like a copy of the syllabus, please provide them a copy during the first
week of field.
Responsiveness to feedback from cooperating teachers and supervisor.
Effort to collaborate and communicate especially to resolve problems and conflicts with
co-teacher and cooperating teacher.
Title assignments “Last Name Last Name Assignment Name” (“Smith Jones First Week
Observations” or “Smith Jones Differentiation Inventory”)
Completing Assignments for other Classes: If you have an assignment for another class
that must be completed in field, you must communicate this with your university
supervisor and propose a solution to have all your educational needs met. This needs to
be an explicit written agreement about how and where field time will be spent.
Maintenance of D2L containing current schedule, lesson plans, role option log and
evaluations.
Textbook none
GRADING SCALE
Unexcused absence results in 5% deduction per day missed.
> 95%
90-94.99%
87-89.99%
84-86.99%
80-83.99%
A
AB+
B
B-
77-79.99%
74-76.99%
70-73.99%
<69.99
C+
C
C- (retake)
D/F (retake)
4
REQUIREMENTS FOR A SATISFACTORY GRADE
SPECFLD 410/610 General Education Field Experience: ______/100
Title assignment D2L files “LastName LastName Assignment Name” (“Smith Jones First Week
Observations” or “Smith Jones Differentiation Inventory”)
10 Point Scale: 10-thoroughly completed, 7-basic/minimal completion, 5-0 significantly
deficient, late, or not submitted
5 Point scale: 5-thoroughly completed, 3-basic/minimal completion, 2-0 significantly deficient,
late, or not maintained/completed
Due
Work
Date
Type
Assignment Description
Points
D2L Maintained with Weekly Schedule, Lesson Plans, and weekly
Ongoing
Team
cooperative teacher evaluations (by following Tuesday evening)
_____/5
 Yes
Dispositions: [includes all of the following: attendance (if missed classes should be
Ongoing Individ. preapproved and MUST be made up), punctuality; must meet professional obligations (e.g.,
responsibility, initiative, demeanor, appearance), refrains from cell phone use during class
_____/5
time, responsiveness to feedback, etc.]
This is Expected. If dispositions are lacking the student may repeat 410.
Mon.
10/20
Individ.
or Team
Mon.
10/27
Team
Mon.
11/10
Team
Due
Date
Work
Type
Introduction Activity or Presentation (Note individual or team).
a. Prepare a brief presentation or activity to introduce yourself to
your students and cooperating teacher.
b. Dropbox lesson plan/description for activity &/or PowerPoint.
c. This should be a product that you can reuse in student teaching
and as a teacher.
d. Evaluation will be based on WTS/CEC Standard 9 and 10.
1st Week Observations
a. Observe 2 periods as a team reversing roles per class.
b. Read the directions carefully & complete assignment while
observing.
c. Completed as a team; one file submitted to dropbox.
d. May be handwritten/drawn.
e. Evaluation will be based on WTS/CEC Standard 5.
Student Differentiation Inventory
a. Each student completes inventory on one half of one class
period
b. One document turned in to dropbox.
c. Work with cooperating teacher to choose class where unit will
be taught. Use this class.
d. Include for all students: Readiness, Interests, & Learning
Profiles
e. “Readiness” directly pertaining to unit topic and useful for
instructional planning. Providing a lexile score or “at grade
level” is insufficient.
f. Evaluation is based on WTS/CEC Standards 4, 5, and 7.
Assignment Description
Midterm Reflection and Goal(s)
5
_____/10
_____/10
_____/10
Points
Friday
11/14
Individ.
Monday
12/8
Wed.
11/27
Team
Friday
12/5
Team
Monday
5/8
Individ.
Monday
5/8
Individ.
Friday
5/12
Team
Friday
5/12
Individ.
a. Talk with your cooperating teacher about specifics that you can
work on the rest of field.
b. Write Up 1: Summarize in 1-2 paragraphs what you action
research project entails, reflect on your professional growth,
how you will work on those specific skills for the remainder of
field, and set a goal (measurable, stated conditions, mastery
criterion) for how you will do so.
c. Write Up 2 (Part of Final Reflection): At the end of the
semester, reflect on how you progressed towards your goal(s).
d. Evaluation is based on WTS/CEC Standard 9.
Formal Co-teaching Observation
a. Ideally while teaching your differentiated unit.
b. Must be true team, station, or alternate teaching (parallel if
groups are kept in the same classroom).
c. Have typed lesson plan that clearly outlines roles for each
teacher parallel to each other for supervisor at the observation
(or earlier if requested).
d. Be prepared to discuss Content, Process, Product, Readiness,
Interests, Learning Profile as it pertains to this lesson and unit.
e. Evaluation is based on WTS/CEC Standards 4,5,6,7,9, & 10.
Role Option Log
a. Complete Role Option Log thoroughly.
b. A minimum of three different role options must be used (not
including 1 teach/1 assist or observe).
c. Submit on D2L and bring to final conference.
d. Evaluation is based on WTS/CEC Standards 4, 5, 6, 7, 9, & 10.
Final Summative Reflection Questions
a. Complete reflection questions and submit to D2L and bring to
summative conference.
b. Evaluation will be based on WTS/CEC Standard 9.
Final Co-teaching Survey
a. Complete multiple choice question survey on D2L before your
summative conference.
b. Evaluation will be based on WTS/CEC Standard 9.
Post Conference
a. Attend team conference with univ. supervisor.
b. Actively participate in reflecting on the co-teaching experience.
c. Evaluation will be based on WTS/CEC Standards 9 & 10.
Cooperating Teacher Evaluation (Univ. Supervisor has final grade decision)
a. WTS/CEC Final Report and Professional Dispositions.
b. Recommended Grade.
c. No need to report inappropriate behavior to supervisortardiness, phone use in class during field.
_____/5
_____/5
_____/10
_____/5
_____/5
_____/5
_____/5
_____/20
Wisconsin Teaching Standards/CEC Knowledge and Skills Addressed in 410/610 Field Experience
Requirements
6
Standard #4: Instructional Strategies: Selects, adapts, and uses strategies and materials to facilitate
integration of students with learning difficulties and teaches maintenance and generalization of the
following skills: self-assessment, problem solving, self-awareness, self-management, self-control, selfreliance, and self-esteem.
Standard #5: Learning Environments and Social Interaction: Identifies realistic expectations for
student’s personal and social behavior; creates a safe, equitable, positive, and supportive learning
environment that encourages active student participation in individual and group activities and uses
performance data and information to make or suggest modifications in learning environments. Organizes,
develops, and sustains learning environments that support positive intercultural and intercultural
experiences, designs and manages daily routines, and uses effective and varied behavior management
strategies.
Standard #6 Language: Uses communication strategies and resources to support and enhance
communication skills of students and to facilitate understanding of subject matter for students whose
primary language is not the dominant language.
Standard #7: Instructional Planning: Identifies and prioritizes area of the general curriculum and
accommodations for student learning needs. Uses task analysis to sequence, implement, evaluate
individualized learning objectives to develop and select instructional content, resources, and strategies
that respond to cultural, linguistic, and gender differences. Incorporates and implements instructional and
assistive technology and uses instructional time effectively to prepare, organize, implement and make
responsive adjustments to lesson plans and materials.
Standard #9: Professional and Ethical Practice: Upholds high standards of competence, exercises
sound judgment in the practice of the profession; demonstrates commitment to developing the highest
potential of students, sensitivity for the culture, language, religion, gender, disability, socio-economic
status, and sexual orientation of individuals. Practices within one’s skill limit, conducts self-evaluation of
instruction, obtains assistance as needed and uses verbal, nonverbal, and written language effectively.
Accesses information on exceptionalities and reflects on one’s practice to improve instruction and guide
professional growth and engages in professional activities that benefit individuals with learning needs,
their families, and one’s colleagues.
Standard #10: Collaboration: Fosters collaborative relationships between families and professionals,
works to integrate individuals with exceptional learning needs into various settings, and models
techniques and coaches others in the use of instructional methods and accommodations. Participates in
co-planning and co-teaching to effectively schedule and plan instruction, use varied instructional
strategies and co-teaching roles (i.e. interactive, station, parallel, alternative, and one teach one assist),
evaluate effectiveness of co-teaching on student progress, participates in an ongoing problem-solving
process and uses outside resources when needed.
College of Education Conceptual Framework
The College of Education conceptual framework, The Teacher is a Reflective Facilitator, is the
underlying structure in our teacher preparation program at UW-Whitewater that gives conceptual
meanings through an articulated rationale to our operation. It also provides direction for our licensure
programs, courses, teaching, candidate performance, faculty scholarship, service, and unit accountability.
In short, our teacher education program is committed to reflection upon practice; to facilitation of creative
learning experiences for pupils; to constructivism in that all learners must take an active role in their own
learning; to information and technology literacy; to diversity; and to inquiry (research/ scholarship) and
assessment.
7
New Syllabus –
UNIVERSITY OF WISCONSIN-WHITEWATER
Department of Special Education
Fall 2015
SPECFLD 410/610 GENERAL EDUCATION FIELD EXPERIENCES (3 credits)
Supervisors
Office
E-mail
Phone
Amy Stevens, Coordinator
5039
griffita@uww.edu
262-472-5817
Ozalle Toms, Co-Coordinator
5040
toms@uww.edu
608-295-5863
Heather Dahl
5048
dahlh@uww.edu
Bonnie Dimond
5048
bondiamond@hotmail.com
Office Hours: By appointment at Field School or on campus.
Dates: October 19 -December 4 with the exception of district Thanksgiving break/holidays.
Daily attendance: Between 8:00 a.m. – 12:00 p.m. for a minimum of three hours (Start and
finish time may adjust to accommodate school/teacher) each day for a minimum of 99
contact hours.
FIELDWORK DESCRIPTION
This field experience provides students with experience in a general education classroom
where inclusionary practices for individuals with special needs are applied including
opportunities to become familiar with the range of students’ abilities, curricular focus,
achievement expectations, enhancements, adaptations, and modifications of instruction;
and collaborative practices of general and special educators.
This course is taken concurrently with SPECED 458.Required readings and discussions in 458
Collaboration for Effective Instruction, combined with the activities and projects carried out in
the field experience directly relate to all ten WTS/CEC standards. Students are provided with an
integrative experience in which they have the opportunity to:
1. Identify responsibilities as a professional educator in schools where inclusive practices are
valued.
2. Develop skills (planning, presenting, processing, problem solving) needed as a member of an
instructional team.
3. Design, implement and evaluate differentiated instructional practices.
4. Develop habits of mind that will promote intellectual, moral and critical thinking abilities.
FIELDWORK COMPETENCIES
5. Collect classroom and student data that is needed in order to plan effective instruction.
6. Uses assessment information and curricular content to develop daily, student-centered
instruction that reflects district goals and Core Curriculum Standards as well as IEP
goals, content learning enhancements, differentiation/UDL, and curricular
accommodations.
8
7. Select and carry out cooperative teaching arrangements in a general education classroom
and provide rationale for role selection.
8. Practice and reflect on collaborative skills as well as how to build relationships with a
variety of individuals.
FIELDWORK REQUIREMENTS
Professional Behavior
 Perfect attendance & punctuality. (You must notify partner, cooperating teacher, AND
supervisor in advance of absence. All missed time MUST be approved, made up, & a
verification form signed & submitted.) Unexcused absences (for any reason other than
documented illness, death of close family member, or UWW sanctioned events) result in
5% deduction per day of absence.
 Appropriate demeanor, appearance, and initiative.
 Cell Phone Use: Refrain from making personal calls/texts/web searches during field
time, including prep period unless web is specifically for field assignment.
 Communicating Expectations with the Cooperating Teacher: You must communicate
your needs with your CT. Please give your CT a copy of the assignment calendar. If
your CT would like a copy of the syllabus, please provide them a copy during the first
week of field.
 Responsiveness to feedback from cooperating teachers and supervisor.
 Effort to collaborate and communicate especially to resolve problems and conflicts with
co-teacher and cooperating teacher.
 Title assignments “Last Name Last Name Assignment Name” (“Smith Jones First Week
Observations” or “Smith Jones Differentiation Inventory”)
 Completing Assignments for other Classes: If you have an assignment for another class
that must be completed in field, you must communicate this with your university
supervisor and propose a solution to have all your educational needs met. This needs to
be an explicit written agreement about how and where field time will be spent.
 Maintenance of D2L containing current schedule, lesson plans, role option log and
evaluations.
Textbook none
GRADING SCALE
Unexcused absence results in 5% deduction per day missed.
> 95%
90-94.99%
87-89.99%
84-86.99%
80-83.99%
A
AB+
B
B-
77-79.99%
74-76.99%
70-73.99%
<69.99
C+
C
C- (retake)
D/F (retake)
9
REQUIREMENTS FOR A SATISFACTORY GRADE
SPECFLD 410/610 General Education Field Experience: ______/100
Title assignment D2L files “LastName LastName Assignment Name” (“Smith Jones First Week
Observations” or “Smith Jones Differentiation Inventory”)
10 Point Scale: 10-thoroughly completed, 7-basic/minimal completion, 5-0 significantly
deficient, late, or not submitted
5 Point scale: 5-thoroughly completed, 3-basic/minimal completion, 2-0 significantly deficient,
late, or not maintained/completed
Due
Work
Date
Type
Assignment Description
Points
D2L Maintained with Weekly Schedule, Lesson Plans, and weekly
Ongoing
Team
cooperative teacher evaluations (by following Tuesday evening)
_____/5
 Yes
Dispositions: [includes all of the following: attendance (if missed classes should be
Ongoing Individ. preapproved and MUST be made up), punctuality; must meet professional obligations (e.g.,
responsibility, initiative, demeanor, appearance), refrains from cell phone use during class
_____/5
time, responsiveness to feedback, etc.]
This is Expected. If dispositions are lacking the student may repeat 410.
Mon.
10/20
Individ.
or Team
Mon.
10/27
Team
Mon.
11/10
Team
Due
Date
Work
Type
Introduction Activity or Presentation (Note individual or team).
e. Prepare a brief presentation or activity to introduce yourself to
your students and cooperating teacher.
f. Dropbox lesson plan/description for activity &/or PowerPoint.
g. This should be a product that you can reuse in student teaching
and as a teacher.
h. Evaluation will be based on WTS/CEC Standard 9 and 10.
1st Week Observations
f. Observe 2 periods as a team reversing roles per class.
g. Read the directions carefully & complete assignment while
observing.
h. Completed as a team; one file submitted to dropbox.
i. May be handwritten/drawn.
j. Evaluation will be based on WTS/CEC Standard 5.
Student Differentiation Inventory
g. Each student completes inventory on one half of one class
period
h. One document turned in to dropbox.
i. Work with cooperating teacher to choose class where unit will
be taught. Use this class.
j. Include for all students: Readiness, Interests, & Learning
Profiles
k. “Readiness” directly pertaining to unit topic and useful for
instructional planning. Providing a lexile score or “at grade
level” is insufficient.
l. Evaluation is based on WTS/CEC Standards 4, 5, and 7.
Assignment Description
Midterm Reflection and Goal(s)
10
_____/10
_____/10
_____/10
Points
Friday
11/14
Individ.
Monday
12/8
Wed.
11/27
Team
Friday
12/5
Team
Monday
5/8
Individ.
Monday
5/8
Individ.
Friday
5/12
Team
Friday
5/12
Individ.
e. Talk with your cooperating teacher about specifics that you can
work on the rest of field.
f. Write Up 1: Summarize in 1-2 paragraphs what you action
research project entails, reflect on your professional growth,
how you will work on those specific skills for the remainder of
field, and set a goal (measurable, stated conditions, mastery
criterion) for how you will do so.
g. Write Up 2 (Part of Final Reflection): At the end of the
semester, reflect on how you progressed towards your goal(s).
h. Evaluation is based on WTS/CEC Standard 9.
Formal Co-teaching Observation
f. Ideally while teaching your differentiated unit.
g. Must be true team, station, or alternate teaching (parallel if
groups are kept in the same classroom).
h. Have typed lesson plan that clearly outlines roles for each
teacher parallel to each other for supervisor at the observation
(or earlier if requested).
i. Be prepared to discuss Content, Process, Product, Readiness,
Interests, Learning Profile as it pertains to this lesson and unit.
j. Evaluation is based on WTS/CEC Standards 4,5,6,7,9, & 10.
Role Option Log
e. Complete Role Option Log thoroughly.
f. A minimum of three different role options must be used (not
including 1 teach/1 assist or observe).
g. Submit on D2L and bring to final conference.
h. Evaluation is based on WTS/CEC Standards 4, 5, 6, 7, 9, & 10.
Final Summative Reflection Questions
c. Complete reflection questions and submit to D2L and bring to
summative conference.
d. Evaluation will be based on WTS/CEC Standard 9.
Final Co-teaching Survey
c. Complete multiple choice question survey on D2L before your
summative conference.
d. Evaluation will be based on WTS/CEC Standard 9.
Post Conference
d. Attend team conference with univ. supervisor.
e. Actively participate in reflecting on the co-teaching experience.
f. Evaluation will be based on WTS/CEC Standards 9 & 10.
Cooperating Teacher Evaluation (Univ. Supervisor has final grade decision)
d. WTS/CEC Final Report and Professional Dispositions.
e. Recommended Grade.
f. No need to report inappropriate behavior to supervisortardiness, phone use in class during field.
_____/5
_____/5
_____/10
_____/5
_____/5
_____/5
_____/5
_____/20
Wisconsin Teaching Standards/CEC Knowledge and Skills Addressed in 410/610 Field Experience
Requirements
11
Standard #4: Instructional Strategies: Selects, adapts, and uses strategies and materials to facilitate
integration of students with learning difficulties and teaches maintenance and generalization of the
following skills: self-assessment, problem solving, self-awareness, self-management, self-control, selfreliance, and self-esteem.
Standard #5: Learning Environments and Social Interaction: Identifies realistic expectations for
student’s personal and social behavior; creates a safe, equitable, positive, and supportive learning
environment that encourages active student participation in individual and group activities and uses
performance data and information to make or suggest modifications in learning environments. Organizes,
develops, and sustains learning environments that support positive intercultural and intercultural
experiences, designs and manages daily routines, and uses effective and varied behavior management
strategies.
Standard #6 Language: Uses communication strategies and resources to support and enhance
communication skills of students and to facilitate understanding of subject matter for students whose
primary language is not the dominant language.
Standard #7: Instructional Planning: Identifies and prioritizes area of the general curriculum and
accommodations for student learning needs. Uses task analysis to sequence, implement, evaluate
individualized learning objectives to develop and select instructional content, resources, and strategies
that respond to cultural, linguistic, and gender differences. Incorporates and implements instructional and
assistive technology and uses instructional time effectively to prepare, organize, implement and make
responsive adjustments to lesson plans and materials.
Standard #9: Professional and Ethical Practice: Upholds high standards of competence, exercises
sound judgment in the practice of the profession; demonstrates commitment to developing the highest
potential of students, sensitivity for the culture, language, religion, gender, disability, socio-economic
status, and sexual orientation of individuals. Practices within one’s skill limit, conducts self-evaluation of
instruction, obtains assistance as needed and uses verbal, nonverbal, and written language effectively.
Accesses information on exceptionalities and reflects on one’s practice to improve instruction and guide
professional growth and engages in professional activities that benefit individuals with learning needs,
their families, and one’s colleagues.
Standard #10: Collaboration: Fosters collaborative relationships between families and professionals,
works to integrate individuals with exceptional learning needs into various settings, and models
techniques and coaches others in the use of instructional methods and accommodations. Participates in
co-planning and co-teaching to effectively schedule and plan instruction, use varied instructional
strategies and co-teaching roles (i.e. interactive, station, parallel, alternative, and one teach one assist),
evaluate effectiveness of co-teaching on student progress, participates in an ongoing problem-solving
process and uses outside resources when needed.
College of Education Conceptual Framework
The College of Education conceptual framework, The Teacher is a Reflective Facilitator, is the
underlying structure in our teacher preparation program at UW-Whitewater that gives conceptual
meanings through an articulated rationale to our operation. It also provides direction for our licensure
programs, courses, teaching, candidate performance, faculty scholarship, service, and unit accountability.
In short, our teacher education program is committed to reflection upon practice; to facilitation of creative
learning experiences for pupils; to constructivism in that all learners must take an active role in their own
learning; to information and technology literacy; to diversity; and to inquiry (research/ scholarship) and
assessment.
12