Secondary Education programs prepare students to teach students at the Early Adolescence through Adolescence age levels. Although Communicative Disorders is listed under the Secondary Education heading, this program certifies students at the age levels of Early Childhood through Adolescence. Students in Secondary Education select a subject area of interest, apply to the professional program in this area, and are eventually certified to teach this subject area in the secondary schools. The structure of the secondary programs is quite different from the Elementary Education program, which prepares students to teach all subject areas to elementary age children.
Note: After August 31, 2004, students completing a foreign language program are licensed to teach the language in Early Childhood through Adolescence. Prior to this time, students were licensed to teach in secondary education only, usually grades 6-12. Foreign language program requirements are in the process of responding to the new licensing levels. For example, the World Language Education program (currently French, German, and Spanish) has created a new, four-semester sequence that includes methods course work and field experiences at both the elementary and secondary levels. The other foreign language licensing programs offered at UW-Madison (i.e., Chinese, Hebrew, Italian, Japanese, and Portuguese) have not yet modified their programs to include the new licensing levels. These changes may be significant. Students should consult the program advisor and the EAS Web site, www.education.wisc.edu/eas for the most current program requirements and admission procedures.
During the freshman and sophomore years, students complete liberal studies courses and course work in the major subject area. Professional education course work can also be taken in some of the program areas, but this course work is usually completed after admission into the professional program. Students should be aware of the eligibility requirements to be considered for admission into a professional program; in addition to junior standing, most of the secondary programs require that specific courses or a specific number of credits in the major be completed prior to program admission.
Students not yet eligible to apply to the professional program may first be admitted into the School of Education as pre-Secondary Education students (PRS classification). On-campus students transfer to a PRS classification by applying at Education Academic Services. Off-campus transfer students apply to the Office of Undergraduate Admissions. Deadlines for applying as a PRS are October 1 for spring admission and February 1 for summer and fall. Admission into the School of Education as a pre-professional student does not guarantee admission to a professional program. See Admission to School of Education Programs section for additional information.
Individual program requirements vary by subject area, outlined below. Courses in methods of teaching and supervised field-based teaching do not count toward the credits in the major but are included in the professional education requirements. No more than 40 credits from a single academic department may be applied toward the 120 minimum credits required for graduation.
Minors. Although an academic minor is generally not required of students in secondary education, many students have indicated an interest in completing a minor in a second subject area, thus becoming certified to teach two subjects. Students must be admitted into a major area of study; it is not possible to complete only a minor. Students apply to the certification program in both the major and minor subject areas and must be accepted into both programs. If accepted into two professional programs, the major, minor, and professional education requirements in both program areas must be completed- including student teaching. Consult with the faculty advisors in both program areas regarding the sequencing of this course work. Not all subject areas can be combined, although it is quite easy to complete minors in others. For example, students interested in a Social Studies subject major (e.g., history, political science, sociology) may also complete a Social Studies subject minor without making a second program application. Science subject majors (e.g., biology, chemistry) may also complete a Science subject minor without filing a separate application for the minor area.
Double majors. Students wishing to complete a double major in two certification areas must apply and be admitted to the two program areas. As with the minor, not all subject areas can be combined and the faculty advisors must be consulted regarding the sequencing of the program requirements. It is also possible to declare a double major in a subject unrelated to teacher certification. For example, many students would like to combine their certification program with another major offered by the College of Letters and Science. Not all majors on campus can be added to a degree program in the School of Education; contact Education Academic Services to discuss this interest and the procedures necessary to declare a double major.
Note: The Latin, Polish, and Russian programs are not accepting applications at this time.
Applicants to these programs must submit a professional program application and any other admission documents to Education Academic Services, B117 Education Building. In addition to the program application, transfer students must also submit an undergraduate application to the UW-Madison Office of Undergraduate Admissions. Transfer students must submit transcripts of all college-level course work attempted to both UW-Madison Undergraduate Admissions and Education Academic Services. On-campus students not currently in the School of Education must submit transcripts of all college course work attempted to EAS.
Applicants for admission to these programs must have:
Admission is provisional until all transcripts are received. Admission criteria and program requirements may be modified from one admission period to the next. The most current program information is available in Education Academic Services, B117 Education Building, 608/262-1651; www.education.wisc.edu/eas.
All individuals seeking an initial Wisconsin State teacher's license after August 31, 2004, are required to take and pass an approved content examination in the subject area(s) of interest. These tests, the Praxis II: Subject Assessments/Specialty Area Tests, are offered through the Educational Testing Service (ETS). Teacher education students at UW-Madison must take and pass the exam for their program area(s) and submit scores to EAS before entering their final, full-time student teaching semester. For more information, see Content Examinations. Content examinations may not be available in all subject areas.
Students in the Communicative Disorders undergraduate program are exempt from this requirement; an exam will be taken upon completion of a master's degree in this field.
Certification also requires each student to develop and maintain a teaching portfolio. For more information, see Portfolio.
The liberal studies requirements combine academic strengths and interests with an opportunity to explore a wide selection of courses offered across campus. Students will complete course work in humanities, social studies, and science. Effective summer 2007, three additional requirements—ethnic studies, global perspectives, and U.S. or European history—will be required of all students in the School of Education. For specific course work, see Teacher Certification Liberal Studies Requirements.
Effective summer 1996, new freshmen must complete a group of campuswide course requirements known as the General Education requirements. This initiative is designed to provide all UW-Madison students with a comprehensive, well-rounded program of studies. See General Education Requirements (GER).
All Secondary Education programs already require at least one course, Curric 313 or 305, that is also approved to meet the General Education Communication B requirement. The course can be used to meet both requirements.
Complete required courses in the chosen subject area(s), listed below.
Students seeking certification in Chinese, Hebrew and Semitic Studies, or Japanese must pass an oral proficiency examination, usually completed before enrolling in methods and student teaching. See specific program area requirements for details regarding the timing and scoring of the oral proficiency exam.
Students are also required to participate in an intensive immersion experience, one of the most important and meaningful ways of developing competence in a foreign language. This experience emphasizes sustained and intensive interaction within the target language and culture and also provides an opportunity to acquire the oral skills necessary to pass the oral proficiency examination. Students should plan on completing this requirement before enrolling in methods and student teaching; consult the program area information for immersion experience requirements unique to each program area.
Criminal background checks will be run on all students at admission. Results of these checks will be reviewed by School of Education faculty and staff. Positive results will result in additional information requests and may be shared with staff at field placement sites. Criminal background checks may also be run on students by school districts. Field site staff have the authority to determine the appropriateness of a student placement. Applicants must also complete a disclosure statement indicating (1) whether they have been admitted to, then withdrawn from, asked to withdraw from, or been dropped from a student teaching, clinical experience, or other intern/practicum program, and (2) if they have ever been placed on probation or disciplined by any college or university for academic dishonesty. See Associate Dean Jeffrey Hamm at EAS if you have questions about these processes.
Professional education course work differs between programs. See each program for specific requirements. Some education course work can be taken before admission to the professional program.
This requirement consists of courses, workshops and experiences that broaden understanding of diversity as it relates to the practice of teaching and the field of education. See Multicultural Education and Human Relations Requirement.
All students pursuing teacher certification must have formal training in conflict resolution. See Conflict Resolution Requirement.
A minimum of 120 credits is required for graduation (B.S. degree in Education) and certification; some programs may require substantially more credits. All degree candidates must complete their last 30 credits in residence on the UW-Madison campus (senior residency requirement) and also a minimum of 15 credits of upper-level major course work in residence on the UW-Madison campus (major residency requirement). These are usually courses numbered 300-699, but for some programs, courses at the 200 level may be included. Graduation grade point averages are based on UW-Madison course work and may be modified by the Last 60 Credits Rule. Certification also requires passing a content exam in the subject area(s) in which certification is sought.
GPA requirements for graduation and/or certification include:
The program structure of these secondary programs reflects several crucial principles:
Integrating and coordinating teacher preparation course work. The program has been designed as a coherent, progressive series of courses and experiences that build on students' increasing knowledge and skill. Faculty who teach the professional education courses collaborate on themes and projects that cut across the curriculum.
Linking education course work to school practice. Each semester's courses are tied directly to field experiences. In this way students can better relate what they learn about adolescent development, human learning, educational policies, and instructional practices to the concrete challenges of schools, classrooms, and adolescents. Student teaching and methods courses provides a context in which students can test, revise, and reflect upon their developing teaching skills and instructional planning in ways that are immediately relevant.
Enhancing team learning and collaboration. Students are organized into interdisciplinary "learning communities" and "learning teams." Students in a learning community (about 20-25 students) meet in the same sections of their education courses. Learning teams are assigned to the same school and collaborate on projects during the first semester practicum. These groups offer students the opportunity for sustained dialogue with faculty, peers, and cooperating teachers. They also prepare students for schools where curriculum is increasingly interconnected and teachers must collaborate daily.
Preparing students to teach all children. The secondary education program is committed to preparing teachers who will effectively help each child to learn. Secondary education students explore teaching and learning issues related to ethnic, cultural, and language diversity, social class, and students' special needs and abilities. Two courses in the professional sequence—"Teaching Diverse Learners" and "Strategies for Inclusive Schooling"—specifically address these issues. This commitment is also central to work in the practica, methods courses, and student teaching.
Admission to these programs is limited and competitive. Applicants must submit a professional program application (including disclosure statement, essay, and other admission documents) to Education Academic Services, B117 Education Building by March 1 of the application year. (This deadline may change to February 1.)
In addition to the program application, transfer students must also submit an undergraduate application to the UW-Madison Office of Undergraduate Admissions by February 1. Off-campus transfer students must submit transcripts of all college-level course work attempted to UW-Madison Undergraduate Admissions by February 1 and Education Academic Services by March 1. Spring semester transcripts for off-campus students must reach Education Academic Services by June 15. On-campus students not currently in the School of Education must submit transcripts of all college course work attempted.
Note: Admission criteria and program requirements may be modified from one admission period to the next. The most current program information is available in Education Academic Services, B117 Education Building, 608/262-1651; www.education.wisc.edu/eas. Students are encouraged to monitor the EAS Web site and confer regularly with an EAS advisor regarding changes.
Effective fall 2007, applicants to these Secondary Education programs must meet the following criteria:
A holistic judgment of each eligible applicant's dossier will be made by a panel of faculty and staff unique to each program area. Each judge considers the applicant's proficiency or potential proficiency on the criteria below by examining the contents of the applicant's file.
The number of students admitted is contingent upon the space available in each program, as determined by the program faculty. For science programs, applicants are selected, in part, based on their intended field of study.
Candidates will be notified of their admission status during the summer preceding admission. Selected candidates will receive a letter offering admission to the program(s). Applicants must confirm acceptance of the offer of admission to Education Academic Services by a specified date. Applicants who do not respond to Education Academic Services by the specified deadline will forfeit their position. Admission is provisional until the response is received. If an applicant rejects an offer of admission, the opening will usually be offered to the next person on the waiting list.
A new cohort of students is admitted each year, to begin the professional program in the fall semester.
Students may apply to two certification programs. Eligibility requirements must be met and separate applications must be filed for each area of interest. Students must be admitted as a major in at least one of the program areas—it is not possible to be admitted to Secondary Education only in a minor program area. Certification in two subjects requires the consent and cooperation of the faculty coordinators of both subject areas. While multiple majors or major-minor combinations are feasible and may be advantageous as a career strategy, the additional subject area course work may require extra time beyond the sequence to complete course work. Students are encouraged to work closely with their EAS academic advisor to coordinate the requirements of multiple certifications.
All individuals seeking an initial Wisconsin State teacher's license after August 31, 2004, are required to take and pass an approved content examination in the subject area(s) of interest. These tests, the Praxis II: Subject Assessments/Specialty Area Tests, are offered through the Educational Testing Service (ETS). Teacher education students at UW-Madison must take and pass the exam for their program area(s) and submit scores to EAS before entering their final, full-time student teaching semester. For more information, see Content Examinations.
Certification also requires each student to develop and maintain a teaching portfolio. For more information, see Portfolio.
The liberal studies requirements combine academic strengths and interests with an opportunity to explore a wide selection of courses offered across campus. Students will complete course work in humanities, social studies, and science. Effective summer 2007, three additional requirements, ethnic studies, global perspectives, and U.S. or European history will be required of all students in the School of Education. For specific course work, see Teacher Certification Liberal Studies Requirements.
Effective summer 1996, new freshmen must complete a group of campuswide course requirements known as the General Education requirements. This initiative is designed to provide all UW-Madison students with a comprehensive, well-rounded program of studies. See General Education Requirements (GER).
All Secondary Education programs already require at least one course, Curric 313 or 305, that is also approved to meet the General Education Communication B requirement. The course can be used to meet both requirements.
Complete required courses in the chosen subject(s); specific requirements are listed by subject area under the Department of Curriculum and Instruction.
Criminal background checks will be run on all students at admission. Results of these checks will be reviewed by School of Education faculty and staff. Positive results will result in additional information requests and may be shared with staff at field placement sites. Criminal background checks may also be run on students by school districts. Field site staff have the authority to determine the appropriateness of a student placement. Applicants must also complete a disclosure statement indicating (1) whether they have been admitted to, then withdrawn from, asked to withdraw from, or been dropped from a student teaching, clinical experience, or other intern/practicum program, and (2) if they have ever been placed on probation or disciplined by any college or university for academic dishonesty. See Associate Dean Jeffrey Hamm at EAS if you have questions about these processes.
Applicants to these programs will be admitted as a cohort for each admission period. Admitted students will complete a four-semester professional program. Students should expect to complete most of their liberal studies and major course work before beginning the four-semester sequence. Since the professional education course work has been integrated into this sequence, applicants to these secondary programs should NOT take professional education course work before being admitted to their program.
Students will be required to repeat any courses in the sequence that may have been taken prior to admission or transferred from another institution.
Professional education course work is sequential, and enrollment in the sequence must be maintained in each succeeding semester. Students who break the sequence without prior permission from the appropriate secondary faculty advisor may forfeit that position without readmission in future semesters.
The professional program is a full-time, four-semester sequence of education courses and school-based field experiences. This program will demand a substantial time commitment from students for each of the four semesters of the professional sequence. A modest amount of major course work can be completed prior to student teaching; students should not plan to take any additional course work during student teaching, semester 4. The four-semester sequence of professional course work is as follows:
Students will enroll concurrently in:
Curric 506 Strategies for Inclusive Schooling
Ed Pol 300 School and Society
Ed Psych 521 Adolescent Development in Educational Contexts
Practicum I—Students will be engaged in practicum activities MWF mornings in local schools
Students will enroll concurrently in:
Curric 313 Language and Literacy Across the Secondary Curriculum—this course also meets Communication B of the campus-wide General Education requirements.
Curric 537 Teaching Diverse Learners Methods I Practicum II—Students will be engaged in practicum activities MTWR in local schools and spend a minimum of two hours in the school each of the four days.
Methods I
Practicum II—Practicum activities will occur MTWR in local schools. Students spend a minimum of two hours in the school each of the four days.
Students will enroll concurrently in:
Ed Psych 301 Human Abilities and Learning
Methods II
Student Teaching I—Student teaching this semester is a half-time commitment in either a middle or high school. It encompasses an entire semester, based on the school district calendar. (Fall semester extends from late August through mid-January; spring semester extends from mid-January through early June.) Students are placed within a 50-mile field experiences service area and may not necessarily be placed in the city of Madison.
Students will enroll in:
Student Teaching II—Student teaching this semester is a full-time, school district semester commitment that usually precludes part-time work or additional course work. See the information under Semester 3 above. This semester's student teaching placement will be in the opposite setting from that of the previous semester and will include a content area monthly seminar. Students completing a major/minor combination or double certification major will complete a modified version of this sequence chosen in consultation with faculty advisors in each subject area.
Curric 660 Independent Field Work
Training in Multicultural Education and Human Relations is an important part of the Secondary Education program at UW-Madison. Through courses and field experiences, future educators learn the information and skills to become successful teachers in diverse settings. This requirement includes course work and direct experiences in specific content areas. All the content areas are integrated within the four-semester Secondary Education program. For additional information, see Multicultural Education and Human Relations Requirement.
All students pursuing teacher certification must have formal training in conflict resolution. The components of this requirement will be met within the four-semester Secondary Education program. For additional information, see Conflict Resolution Requirement.
A minimum of 120 credits is required for graduation (B.S. degree in Education) and certification; some programs may require substantially more credits. All degree candidates must complete their last 30 credits in residence on the UW-Madison campus (senior residency requirement) and also a minimum of 15 credits of upper-level major course work in residence on the UW-Madison campus (major residency requirement). These are usually courses numbered 300-699, but for some programs, courses at the 200 level may be included. Graduation grade point averages are based on UW-Madison course work and may be modified by the Last 60 Credits Rule. Certification also requires passing a content exam in the subject area(s) in which certification is sought.
GPA requirements for graduation and/or certification include:
The mission of the World Language Education (WLE) certification program is (a) to promote a community-based approach to world language instruction, (b) to educate teachers who understand different cultures, are proficient in their languages, routinely visit other countries, and can build bridges across nations, races, socioeconomic groups, cultures, and languages, (c) to certify teachers who are prepared to serve the global needs of increasingly multicultural and multilingual schools and are strongly committed to act for a world in which shared understanding through conflict resolution, negotiation and communication are guiding principles. There is a growing need for multilingual teachers from diverse backgrounds. The WLE faculty encourages qualified applicants from under-represented groups to apply for admission to the program.
The objectives of the K-12 WLE program are:
Students are licensed to teach at the preschool through adolescence (pre-kindergarten through high school) levels.
Resources limit the number of students who can be served by UW-Madison teacher preparation programs. Thus, admission to programs is limited and may be competitive. Obtaining or exceeding the minimum criteria for eligibility does not guarantee admission. Requirements and admission criteria may change from one admission period to the next.
Applicants not already enrolled on the UW-Madison campus must be admissible to the University to enroll in a School of Education professional program. Thus, program admission is contingent upon admission to the campus. Admission to UW-Madison requires a separate application and admission process. See the UW-Madison Undergraduate Admissions Web site, www.wisc.edu/admissions, for application information.
Applicants will be admitted to these program areas once a year. Students begin their professional sequence the following fall semester.
To be considered for admission, applicants must meet the following criteria by the end of the spring semester of the application year:
The files of all applicants will be individually and holistically reviewed by a panel of world language professionals. The criteria used for admission include the following:
The application files, including immersion experiences and oral proficiency, are rated according to the above criteria for each language. A final cohort is selected along with rank-ordered alternates, based on a combination of ratings made by the WLE review committee and judgment by the faculty program coordinator about optimal cohort characteristics for each language. Admission procedures are reviewed every other year to ensure fairness and effectiveness.
Candidates will be notified of their admission status in June or early July preceding admission. Selected applicants will receive a letter offering admission to the program. Applicants must confirm acceptance of the offer of admission to Education Academic Servies by a specified date. Applicants who do not respond to Education Academic Services by the specified deadline will forfeit their position. Admission is provisional until the response is received. If an applicant rejects an offer of admission, the opening will usually be offered to the next person on the waiting list. A new cohort of students is admitted each year, to begin the professional program in the fall semester.
Students may apply to two certification programs. Eligibility requirements must be met and separate applications must be filed for each area of interest. Students must be admitted as a major in at least one of the program areas—it is not possible to be admitted only in a minor program area. For this reason, some students apply as majors in each area of interest, thus maximizing the chances of admission. Certification in two subjects requires the consent and cooperation of the faculty coordinators of both subject areas. While multiple majors or major-minor combinations are feasible and may be advantageous as a career strategy, the additional subject area course work may require extra time beyond the sequence to complete course work. Students are encouraged to work closely with their EAS academic advisor to coordinate the requirements of multiple certifications.
Participation in an intensive immersion experience is one of the most important and meaningful ways of developing competence in a language. In preparation for the proficiency exam, students seeking certification in this language must participate in an approved immersion experience which emphasizes prolonged and intensive interaction within the target language and culture.
Program applicants must complete and document a full-semester (or minimum four-month long ) immersion experience as a prerequisite to being admitted to the professional program. The immersion experience must be completed by July 15 preceding the program start. The experience must also have been completed no more than three years before this date.
An approved experience involves significant interaction and day-to-day functioning in the host language, including use of the target language on a daily basis such as in college-level courses, a training program, or a work experience. The immersion experience need not involve attendance in an academic program only, but may take some form such that the language of routine communication is the target language. Simply living with relatives or traveling as a tourist is not considered an immersion experience for the purposes of admission to this program. Most students choose to participate in a structured educational or exchange immersion program.
Students are encouraged to consult with the International Academic Programs (IAP) office in 252 Bascom Hall regarding campus-based study abroad programs. The Spanish and Portuguese Department in 1018 Van Hise also has information regarding programs in these languages. UW-Madison semester-long programs in German and Spanish do not need prior approval. Immersion experiences in French and all off-campus programs must have prior approval of the faculty program coordinator, Professor Paul Toth (Spanish and Portuguese), Professor Charles James (German), Professor Francois Tochon (French and Italian). To obtain prior experience approval, download the approval form from the EAS Web site (www.education.wisc.edu/eas), complete it, meet with the program coordinator, and obtain authorization. Bring two copies of the form to your meeting, get signatures on both, and leave one copy with the program coordinator.
Native speakers are normally considered to have fulfilled this requirement without further documentation, especially if they received their secondary education in an environment where the target language is the primary means of communication. Heritage speakers are usually considered to have fulfilled this requirement; such applicants must consult with the program coordinator regarding an exemption.
Beginning fall 2007, students admitted to the WLE program must provide evidence of completion of an American Council on the Teaching of Foreign Languages (ACTFL) Oral Proficiency Interview administered by Language Testing International (LTI) prior to beginning their first student teaching experience (second semester of the professional sequence). The required proficiency level for student teaching is Intermediate High or above. Because it may take as long as three months to obtain results, students admitted to the program must schedule their OPI's no later than the end of their first month in the program (September). The results and official certificate must be reported by the end of the first semester (December). If verification of at least Intermediate High is not made at that time, students will be asked to postpone student teaching and take measures to improve their spoken language proficiency before continuing in the program.
Contact LTI to set up an Oral Proficiency Interview: LTI, 95 Church Street, Suite 310, White Plains, NY 10601, (800) 486-8444, (914) 948-5100, testing@languagetesting.com, www.languagetesting.com. Students are responsible for costs associated with the OPI. See the faculty program coordinator with questions about this requirement.
All individuals seeking an initial Wisconsin State teacher's license after August 31, 2004, are required to take and pass an approved content examination in the subject area(s) of interest. These tests, the Praxis II: Subject Assessments/Specialty Area Tests, are offered through the Educational Testing Service (ETS). Teacher education students at UW-Madison must take and pass the exam for their program area(s) and submit scores to EAS before entering their final, full-time student teaching semester. For more information, see Content Examinations.
Certification also requires each student to develop and maintain a teaching portfolio. For more information, see Portfolio.
The liberal studies requirements combine academic strengths and interests with an opportunity to explore a wide selection of courses offered across campus. Students will complete course work in humanities, social studies, and science. Effective summer 2007, three additional requirements, ethnic studies, global perspectives, and U.S. or European history will be required of all students in the School of Education. For additional information, see Teacher Certification Liberal Studies Requirements.
Effective summer 1996, new freshmen must complete a group of campuswide course requirements known as the General Education requirements. This initiative is designed to provide all UW-Madison students with a comprehensive, well-rounded program of studies. See General Education Requirements (GER).
All Secondary Education programs already require at least one course, Curric 313 or 305, that is also approved to meet the General Education Communication B requirement. The course can be used to meet both requirements.
Complete required courses in the chosen subject(s); specific requirements are listed by subject area under the Department of Curriculum and Instruction.
Criminal background checks will be run on all students at admission. Results of these checks will be reviewed by School of Education faculty and staff. Positive results will result in additional information requests and may be shared with staff at field placement sites. Criminal background checks may also be run on students by school districts. Field site staff have the authority to determine the appropriateness of a student placement. Applicants must also complete a disclosure statement indicating (1) whether they have been admitted to, then withdrawn from, asked to withdraw from, or been dropped from a student teaching, clinical experience, or other intern/practicum program, and (2) if they have ever been placed on probation or disciplined by any college or university for academic dishonesty. See Associate Dean Jeffrey Hamm at EAS if you have questions about these processes.
The professional program is a full-time, four-semester sequence of education courses and school-based field experiences. The four semesters of professional course work must be followed sequentially and taken in consecutive semesters. Students must enroll in all course work outlined in each semester of the program, even if similar course work was taken at another institution. Students are admitted each summer to begin the professional sequence in the fall.
Students are expected to have completed most of their major and liberal studies course work by the start of their professional sequence. The structure of the professional sequence allows very little time to pursue remaining course work in these areas. Many students elect to finish their remaining requirements during the summer or after the sequence has been completed. In addition, ACTFL OPI certification of speaking ability in the language rated Intermediate High or above is required by the end of the first semester in the program. See further information under "Immersion Experience" above.
Students admitted to two areas of certification follow the same four-semester sequence as single certification students; however, students should expect to complete additional requirements during the student teaching semesters. Students will be placed in each of the certification settings within the same school and must complete methods courses for each certification area. Specific combinations of subject areas may result in modifications of these additional requirements. Students admitted to multiple majors or minors must consult with program coordinators in both subject areas to arrange sequence requirements.
The professional program is full time and places heavy demands on students' time and energy. The professional sequence is particularly taxing for students completing certification in two subject areas. Students must make satisfactory progress in their program to continue. This professional judgment is made by faculty program coordinators in consultation with cooperating teachers and supervisors.
Students will enroll concurrently in:
Curriculum and Instruction 506 Strategies for Inclusive Schooling, 3
Educational Psychology 331 Early Childhood to Adolescent Development, 3
Curriculum and Instruction 342 Teaching World Languages (K-8), 3
Curriculum and Instruction 243 Practicum in World Languages (K-12), 3. Practicum will run MWF mornings.
Students will enroll concurrently in:
Educational Psychology 301 Human Abilities and Learning, 3
Curriculum and Instruction 343 Teaching World Languages (6-12), 3
Curriculum and Instruction 442 Student Teaching in World Languages (K-8) OR Curriculum and Instruction 443 Student Teaching in World Languages (6-12), 6.
Student teaching placement will be at either the elementary or secondary level. Student teaching this semester is a half-time commitment and encompasses an entire semester based on the school district calendar. (Fall semester extends from late August through mid-January; spring semester extends from mid-January through early mid-June.) Students are placed within a 50-mile field experiences service area and may not necessarily be placed in the city of Madison.
Students will enroll concurrently in:
Educational Policy Studies 300, 412, or 500, 3
Curriculum and Instruction 305 Reading and Other Language Arts, 3
Curriculum and Instruction 442 Student Teaching in World Languages (K-8) OR Curriculum and Instruction 443 Student Teaching in World Languages (6-12), 6.
Student teaching placement will be at either the elementary or secondary level. Student teaching this semester is a half-time commitment and encompasses an entire semester based on the school district calendar. See above.
Curriculum and Instruction 564 Advanced Problems on the Teaching of World Languages, 3
Curriculum and Instruction 443 Student Teaching in World Languages (6-12), 9.
Student teaching this semester is a full-time commitment and encompasses an entire semester based on the school district calendar. Student teaching abroad is offered as an option.
Training in Multicultural Education and Human Relations is an important part of the Secondary Education program at UW-Madison. Through courses and field experiences, future educators learn the information and skills to become successful teachers in diverse settings. This requirement includes course work and direct experiences in specific content areas. All the content areas are integrated into the four-semester professional education sequence. For additional information, see Multicultural Education and Human Relations Requirement.
All students pursuing teacher certification must have formal training in conflict resolution. The components of this requirement will be met within the four-semester professional education sequence. For additional information, see Conflict Resolution Requirement.
A minimum of 120 credits is required for graduation (B.S. degree in Education) and certification; some programs may require substantially more credits. All degree candidates must complete their last 30 credits in residence on the UW-Madison campus (senior residency requirement) and also a minimum of 15 credits of upper-level major course work in residence on the UW-Madison campus (major residency requirement). These are usually courses numbered 300-699, but for some programs, courses at the 200 level may be included. Graduation grade point averages are based on UW-Madison course work and may be modified by the Last 60 Credits Rule. Certification also requires passing a content exam in the subject area(s) in which certification is sought.
GPA requirements for graduation and/or certification include: