University of Wisconsin-La Crosse | uwlax.edu

School of Education
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  • About us

    The University of Wisconsin-La Crosse School of Education is an accredited institution that focuses on ensuring that all teacher candidates demonstrate knowledge, skills and dispositions consistent with professional practice.

    Our Mission

    To combine research, teaching and service to develop teacher candidates for our region and our world.

    Our Values

    Lead:  We are engaging and leading many disciplines of teacher education. We are focused on teaching and learning with best practice and dynamic strategies in mind that result in high student achievement.

    Educate:  We strive for the highest quality professional teacher education programs, and we believe in continuous improvement with 21 st  century teaching and learning in mind.

    Collaborate:  We believe teacher quality matters and through partnerships with our regional school districts and outstanding veteran educators our teacher candidates are afforded high quality experiences.

    Innovate:  We are dedicated to supporting the use of technology to support teaching and learning, so that our teacher candidates are prepared for the 21 st  century learning environment. 

    UW-La Crosse Teacher Education Conceptual Framework

    The School of Education adopted and approved the Conceptual Framework on April 20th, 2007.

    Vision

    The School of Education at UW-La Crosse strives to become a leader in the preparation of globally responsive teachers through a University-wide commitment to teacher education.

    Definition: The Globally Responsive Teacher

    The globally responsive teacher believes that all learners can learn at high levels and persists in helping all learners achieve success. The teacher appreciates and values human diversity, shows respect for learners' varied talents and perspectives, and commits to the pursuit of excellence for all learners. Globally responsive teaching includes infusion of a strong academic curriculum linked to world events, geography, world cultures, and diverse perspectives.   Globally responsive teachers act to make the world a healthy and more sustainable and just environment. 

    A globally responsive professional education program includes the following:

    • Teacher candidates gain understanding of contemporary content issues from a variety of perspectives.
    • Teacher candidates learn how to employ discipline-specific skills in their analyses of global issues.
    • Teacher candidates design integrated curricular units so their students will have a greater understanding of the world.
    • Teacher candidates are encouraged and supported to engage in international study abroad programs.
    • Teacher candidates develop model lessons that infuse global awareness into their curriculum.
    • Teacher candidates develop enrichment or enhancement activities which are designed to expand students' understanding of cultural, environmental, and/or civic issues.
    • Teacher candidates consider content issues, both local and global, using technology, and utilizing community resources to enhance learning and expand their resource networks.

    Conceptual framework. Reflective: embrace learning, foster relationships, professional ethics, uphold social justice. Practice: critical thinking, best practices, improvement, productive environment

    Visual Conceptual Framework Explanation:

    Across the United States and around the world, teachers face many challenges. Especially problematic are the economic, social, and political contexts that make difficult our attempts to address differences and inequities in schools and other learning environments. Yet, in the face of these challenges, we are committed to preparing teachers who teach all learners.  

    The core of the School of Education's conceptual framework depicts our vision and commitment to providing professional education programs focused on preparing globally responsive teachers.  Learners inhabit the core of our visual as a constant reminder that our purpose is ultimately to serve the needs of diverse learners across the age spans. We have intentionally placed reflective practice near the core of our vision and around the learners to illustrate the importance of reflection in all aspects of the teaching profession. Our teacher education candidates will become globally responsive teachers only through meaningful and ongoing reflective practice and professional development. Reflective practice builds and sustains the critical components of an effective teacher, as illustrated by the surrounding text.

    Historical Background

    The goal of preparing teachers has been central to the mission of UW-La Crosse ever since this institution began as a Normal school with 176 students and 14 faculty members in 1909. Today, the School of Education's administrative offices and faculty offices are located in Morris Hall, which honors the memory of Thomas Morris, the Regent and State Senator whose efforts resulted in the selection of La Crosse as the site of Wisconsin's eighth Normal School. Students were immediately attracted to La Crosse's teacher preparation program as demonstrated by the fact that La Crosse was one of only two Normal Schools (Milwaukee was the other) to achieve an enrollment of more than 1,000 students prior to World War II. La Crosse and Milwaukee also shared the distinction of being the first Normal Schools to offer graduate classes in education.