History of EPC and Accreditation and Program Approval expanding section

History of EPC

Accreditation and Program Approval

In 2000, Wisconsin legislators approved Wisconsin Administrative code PI 34. This resulted in the implementation of an educator preparation program approval process and educator licensing process that are both standards and performance-based.

 Institutions are responsible for providing evidence that their programs prepare educators who are able to meet the standards established by the state of Wisconsin in Chapter PI 34. The evidence is reviewed during the program approval process. Institutions must demonstrate that all of the program approval components of PI 34 are met. Institutions undergo a comprehensive Initial Program Approval to ensure compliance with PI 34. Following the initial approval, continuing program approval decisions are based on a “Continuous Review Process.”

PI 34.01 (15) “Continuous review process” means a system of review and approval of teacher education programs whereby program results are reviewed by the department annually and approval is granted by the state superintendent on a 5-year basis.

PI 34.06 (3) Continuing program approval decisions shall be based on a continuous review process. Every institution shall be visited each year by the DPI department liaison or other department professional staff. The program evaluation and approval shall be based on the performance of candidates for license measured against the standards in such. II as described in s. PI 34.15 (1).

PI 34.06 (3) (b) If during the years of continual approval, an institution initiates a complete redesign of the professional preparation program, the state superintendent shall review and may approve the redesigned program following the procedure set forth in sub. (2).

PI 34.06 (4) Institutions shall submit new programs and substantive changes in previously approved programs to the state superintendent for approval prior to implementing a new program or change. 

 

Organization of EPC expanding section

Unit Structure

The School of Education, Professional, and Continuing Education (EPC) has a comprehensive and dynamic structure, where 23 programs across all colleges and schools at the university work collaboratively to support best practices in teaching, learning, and leading.   The major units within EPC include:

The Department of Educational Studies prepares teachers for work in elementary and middle schools.  EPC also works collaboratively with departments in the College of Liberal Studies and the College of Science and Health to prepare teachers in art education, music education, world language education, secondary education, physical education, and school health education.  EPC oversees several graduate programs including School Psychology, Reading, Professional Development, Physical Education, and Adapted Physical Education.

Professional Studies in Education also offers a number of master’s degree programs in professional development, certificate programs in education, and a certification program to support the ongoing growth of in-service teachers.

Continuing Education and Extension works to connect the university and the community, offering diverse programs to meet the needs of individuals of all ages.

Organizational Chart

see Orgnizational Chart page 

Information on SOE offices

EPC Administration

EPC Dean:  Marcie Wycoff-Horn 
mwycoff-horn@uwlax.edu   608.785.6786

EPC Associate Deans
Linda Dickmeyer  ldickmeyer@uwlax.edu  608.785.6715
Adrienne Loh  aloh@uwlax.edu  608.785.8275

Dean's Assistant (University Service Program Associate): Jill Kirkpatrick

jkirkpatrick@uwlax.edu      608.785.8134

Serves as the administrative assistant to the Dean of EPC and manages office operations including coordinating communications with all constituents in EPC. Provides administrative assistance in coordination and implementation of all logistical activities relative to the EPC office, and manages and maintains the scheduling of the Dean’s calendar. Responsible for handling various aspects of the financial budget and expenditures for the EPC office. Works on website development, special events and grant assistance and various other tasks as assigned by the Dean.

EPC Business Manager: Scott Peterson 
speterson2@uwlax.edu           608.785.6492

Assessment, Advising, and Recruitment

Academic Services Director/Teacher Certification Officer: Ashley Cree
acree@uwlax.edu           608.785.8127

Under the supervision of the Dean of EPC, this position is responsible for representing the Dean with regards to student academic issues and serving as a resource on academic policies, procedures, and degree requirements for teacher education students, faculty and staff. This position is responsible for verifying degree completion for undergraduate teacher education students/graduates and students in master’s and certificate programs after each term. This position is also responsible for verifying program completion for graduates applying for licensure in any state requiring institutional verification of program completion, and is the institutional resource on teacher licensing rules for the State of Wisconsin. The certification officer works closely with the Dean to ensure compliance with Wisconsin teacher licensing rules. Additional work includes collection, maintenance, and reporting of program completers and testing for licensure data to state and federal agencies.

Administrative Assistant (University Services Associate 2): Jill Sweetman
jsweetman@uwlax.edu      608.785.8706

This position provides administrative support to associates in EPC, with primary support for the Academic Services Director/Teacher Certification Officer. Functions include data entry in WINGS with regards to Change of Program/Plan forms, posting various test scores, and end-of-semester reporting. Additional responsibilities include scheduling appointments for students with the Academic Services Director/Teacher Certification Officer, completing Verification of Completion forms, scheduling meetings, assisting with the coordination of Campus Close-Up Academic Sessions, and planning/preparing information for various events that the Academic Services Director/Teacher Certification Officer attends. This position also assists with greeting students, staff and faculty as they call and/or come into the EPC office.

Assessment Coordinator: Katie Hosley-Frieden
khosley-frieden@uwlax.edu       608.785.8148

Assists teacher education programs in the development of assessment tools and measures. Responsible for collecting and analyzing data across EPC programs for reporting to accrediting bodies, such as the Higher Learning Commission, UW System, and the Wisconsin Department of Public Instruction. Collaborates with Program Directors and faculty regarding assessment needs, including goals and objectives, designing direct and indirect assessment measures, coordinating and overseeing data collection relating to the assessment of learning outcomes, and managing databases. Gathers data from EPC alumni and employers of alumni.

Senior Multicultural Education Advisor: Mai Chao Duddeck
mduddeck@uwlax.edu         608.785.8121

This position is part of the UW-System Teacher Recruitment Retention Initiative (TRRI). The purpose of TRRI is to increase the enrollment and improve the retention and graduation rates of students of color in the teacher program. The two primary goals of the position are (1) to create sustainable retention strategies that systematically support students of color in the School of Education, and (2) to increase the number of graduates in high needs areas for the teaching profession. These include students of color, male elementary teachers and female math and science teachers who enter into the School of Education programs at UW-La Crosse. 

Partnerships, Professional Development, and Outreach (Includes Office of Field Experience)

The Office of Field Experience verifies that all students have completed the legal forms and cleared the designated criminal background checks before entering the schools. This is where student files and documentation of field experience requirements are maintained to ensure compliance with the Department of Public Instruction (DPI) guidelines.

Administrative Assistant (University Services Associate 2): Brea Grace
bgrace@uwlax.edu      608-785-8126

Works with Field Experience Coordinators to support the Office of Field Experience, and assists with general EPC projects.  Manages the field experience database for teacher candidate placements, cooperating teachers’ licenses and availability, and school district information.  Confirms that teacher candidates have completed required forms including medical records and criminal background checks, and registers candidates for seminar and student teaching/internship courses.  Provides administrative support for the Eagle Alert and the Teacher Candidate Progress Review process.

Field Experience Coordinator & Communications Specialist (Elementary/Middle Programs):
Lindsey Butts
lbutts@uwlax.edu         608.785.5034

Responsible for coordinating the placement of teacher candidates in Early Childhood and Middle Childhood teacher education licensure programs throughout their PK-12 field experiences, including student teaching. Represents UWL as a liaison to schools/teachers in the PK-12 system, and cultivates partnership sites (i.e., professional development schools) to ensure that the needs of both the teacher candidates and the PK-12 school districts are met. Serves as a communication specialist who creates and coordinates the communication output for EPC, including development and management of the newsletter, website, social media and other communication outlets.

Field Experience Coordinator & Partnership Specialist (EC-A, EA-A Programs): Cindy Duley
cduley@uwlax.edu      608.785.8736

Coordinates clinical field experiences in PK-12 settings for teacher candidates prior to student teaching (many of these being professional development school sites). Supports faculty and staff by serving as the liaison to local schools and teachers, and facilitates the placement procedures for all school experiences. Collaborates with faculty and staff to provide support to teacher candidates as they develop professionally.   

Professional Development & Outreach Coordinator: Rick Stewart
rstewart@uwlax.edu           608.785.8133

Provides support for edTPA at UW-L, specifically coordinating training and other services or supports for faculty, teacher candidates, and PK-12 teachers. Creates professional development opportunities for UW-L faculty and teacher candidates, and for PK-12 teachers 

SoEL Team 

The School of Education Leadership (SoEL) Team is charged with advising the Dean on the policies, procedures, activities, resources, and facilities of the School.

Responsibilities include:

  • Make formal recommendations to the Dean regarding changes in programs, assessment procedures and all other aspects of the School
  • Provide the primary voice for teacher preparation on campus and overall guidance to all School activities.

Membership:

  • Dean, EPC
  • Assistant Dean, EPC
  • Chair, Department of Educational Studies
  • Program Director, School Health Education
  • Program Director, Physical Education Teacher Education
  • Program Director, EC-MC
  • Program Director, MC-EA
  • Program Director, EA-A (STEP)
  • Program Director, EC-A
  • Program Director, Graduate School Psychology
  • Director, Institute for Professional Studies in Education

Consultants:

  • Field Experience Coordinators (x2)
  • Academic Services Director/Certification Officer
  • Professional Development & Outreach
  • Assessment Coordinator
EPC policies & procedures expanding section
Contract period & expectations expanding section

Contract dates affect how/when faculty report leave.

From the UWL Human Resources website:  The activities of faculty and academic staff are not organized in terms of a specific number of hours and days in specified locations. Rather, the time devoted to professional activities may vary from week to week or month to month during the course of an academic year. Frequently, faculty and academic staff engage in activity related to university responsibilities outside the academic year.

The "contract year" is typically defined in terms of the academic year, which is a continuous 39-week period starting one week prior to the start of Fall semester classes.  Typically this means that the academic year extends until the week following commencement in mid-May. 

SoE Specific expectations in relationship to the contract year: For SoE affiliated faculty, there are some required activities that may fall outside of the traditional contract year period:

  • The schedule for PK-12 schools extends before and after the UWL contract year. SoE-affiliated faculty and staff that are serving as student teacher supervisors may need to be present in the schools for short amounts of time in late August (for Fall supervision appointments) or early June (for Spring supervision appointments), outside of the traditional contract year period. Currently faculty are not paid a stipend for this work, and it is considered part of the normal duties associated with the student teacher supervision workload assignment.
  • SoE affiliated faculty and IAS  with student teaching and student teaching seminar obligations are required to participate in some limited meetings between August 15th and the start of the Fall contract. These meetings account for some of the total contact hours that comprise the student teaching observation workload credit(s).  SoE has no required meetings after the end of the Spring semester. However, student teaching supervisory responsibilities continue through the end of the PK-12 school districts where student teachers are placed.
  • SoE holds a mandatory "data retreat" meeting at the start of the Fall and Spring semesters as part of the comprehensive assessment system in order to meet WI DPI requirements for ongoing programmatic assessment. The Fall meeting is sometimes held during the week prior to the traditional start of the contract period. The Spring meeting is typically held in late January, before the start of the Spring semester but during the contract period.  All SoE faculty and instructional academic staff are required to attend both meetings.
  • SoE affiliated faculty and IAS  are required to attend monthly SoE meetings during the academic year.
  • In accordance with UWL policy (see Employee Handbook, section E-10 https://www.uwlax.edu/human-resources/employee-handbook/), SoE affiliated faculty and instructional academic staff are required to attend at least one commencement ceremony per academic year.  
Personnel review information/timeline expanding section

Useful links to UWL guidelines and materials:  Faculty and IAS should refer to their department bylaws for additional department-specific guidelines.

Retention at UWL: Description of retention portfolio materials and how to generate them.

Faculty promotion process information: Links to HR promotion resources including schedules, policies, guidelines and forms; also includes a link to the Provost's Promotion Resources page.

IAS promotion resources:  Links to Links to HR promotion resources including schedules, policies, guidelines and forms; also includes a link to the Provost's Promotion Resources page.

Table 5-1: Typical Contract Review timeline for Tenure Track Faculty in their 2nd Year

Mid-August

Human resources notifies Department Chairs of probationary faculty eligible for Contract vs Non-Contract review and faculty eligible for Promotion

Mid-September

Final date for Department Chairs to send 20-day advanced notice of Contract review to probationary faculty in their 2nd Year.

Early October

Probationary faculty in their 2nd Year who are eligible for Contract review (except those in DES) send their materials to the SoE Dean for their review; SoE Dean provides their review results to Department Chair prior to Departmental review

Mid-October

Departmental Retention (Contract) reviews begin for 2nd Year faculty 

Late October

Results of 2nd Year Retention (Contract) reviews are due to the Dean (review letter and associated files)

Mid-November

Results of 2nd Year Retention (Contract) reviews are provided to the Provost and HR (Dept. review letter, Dean review letter, and associated files); Provost begins review

Late November/Early December

Provost sends recommendations to HR, and HR prepares Contracts for 2nd Year faculty

Mid-December

Contracts due to HR from 2nd Year faculty (process completion)

Table 5-2: Typical Contract Review timeline for Eligible Tenure Track Faculty in their 3rd-6th Year

Mid-August

Human resources notifies Department Chairs of probationary faculty eligible for Contract vs Non-Contract review and faculty eligible for Promotion

Late October

Final date for Department Chairs to send 20-day advanced notice of Contract review to eligible probationary faculty in their 3rd-6th Year.

Early November

Probationary faculty in their 3rd-6th Year who are eligible for Contract reviews (except those in DES) send their materials to the SoE Dean for their review; SoE Dean provides their review results to Department Chair prior to Departmental review

Mid-November

Departmental Retention (Contract) reviews begin for eligible 3rd-6th  Year faculty 

Late January

Results of eligible 3rd-6th Retention (Contract) reviews are due to the Dean (review letter and associated files)

Mid-February

Results of eligible 3rd-6th Retention (Contract) reviews are provided to the Provost and HR (Dept. review letter, Dean review letter, and associated files); Provost begins review

Early March

Provost sends recommendations to HR (and Chancellor if Tenure), and HR prepares Contracts for eligible 3rd-6th Year faculty

Mid-March

Contracts due to HR from eligible 3rd-6th Year faculty (process completion for non-Tenure decisions)

July 1

Effective Tenure date (for Tenure decisions)

Table 5-3: Typical Promotion Review timeline for Eligible Tenure Track Faculty

Mid-August

Human resources notifies Department Chairs of probationary faculty eligible for Contract vs Non-Contract review and faculty eligible for Promotion

Late October

Probationary faculty applying for Promotion (except those in DES) send their materials to the SoE Dean for their review; SoE Dean provides their review results to Department Chair prior to Departmental review

Early November

Results of Departmental Promotion reviews are due from Chairs to the Dean (review letter and associated files)

Early December

Results of Dean's Promotion reviews are due to the Provost (Department review letter, Dean's review letter, and associated files)

Early January

First Joint Promotion Committee (JPC) meeting

Late January

Second JPC meeting; Ballots due typically within 3 days

Late January (within 7 days of JPC decisions)

Provost provides written notification to all candidates of the JPC decisions. 

7 day appeal period

Candidates may submit a formal appeal of a negative decision.

Mid-February

JPC Appeals meeting; Ballots due typically within 3 days

Late February
(within 7 days of JPC decisions)

Provost provides written notification to all appeal candidates of the JPC decisions. 

July 1

Effective Promotion date (Board of Regents vote)

Table 5-4: Typical Non-Contract Review timeline for Eligible Tenure Track Faculty

Mid-August

Human resources notifies Department Chairs of probationary faculty eligible for Contract vs Non-Contract review and faculty eligible for Promotion

Late March

Final date for Department Chairs to send 20-day advanced notice of Non-contract review to eligible probationary faculty in their 1st or 3rd-6th Year.

Early April

Probationary faculty in their 1st or 3rd-6th Year who are eligible for Non-contract reviews (except those in DES) may elect to send their materials to the SoE Dean for their review; SoE Dean provides their review results to Department Chair prior to Departmental review

Mid-April

Departmental Non-contract reviews begin for eligible 1st and 3rd-6th  Year faculty 

May 1

Results of eligible 1st and 3rd-6th Non-contract reviews are due to the Dean (review letter and associated files)

Early May

Results of eligible 1st and 3rd-6th Non-contract reviews are provided to the Provost and HR (Dept. review letter, Dean review letter, and associated files) (process completion)

 

 

Table 5-5: Additional Personnel Review Information

December 15

Merit review results for previous year due to Dean

Late January

IAS Annual reappointment reviews due to Deans

Workload expanding section

Faculty Senate Guidelines for Faculty and IAS Workload:

  • Full-time faculty members engaged in undergraduate instruction, without special class or extra-class responsibilities, typically teach no more than 12 contact hours of group instruction per week (Faculty Senate Policies, Section VIII.B).
  • Full-time faculty members engaged solely  in graduate instruction, without special class or extra-class responsibilities, typically teach no more than 9 contact hours of group instruction per week. (Faculty Senate Policies, Section VIII.B)
  • The total workload for a full-time equivalency for instructional academic staff shall not exceed 15/16 contact hours (e.g., 12 contact hour teaching load plus up to 3 contact hours of additional workload equivalency).  (Faculty Senate Policies, Section X.B)

UWL Overload Payment Policy for Faculty and IAS(Faculty Senate reviewed/approved on November 12, 2015)This policy was developed in conjunction with Administration and Finance and Sponsored Research & Grants in line with UW System Policy.

UWL Workload Credit Policy - Teacher Candidate Supervision in Undergraduate Teacher Education Programs(approved March 2017 by Provost & Deans):This policy applies to all faculty and staff contributing to undergraduate teacher education programs, and was developed by the SoE Transition Team Task Force in response to a charge from  Interim Provost Betsy Morgan to "Establish a workload “formula” for pre-student teaching and student teaching responsibilities that can be used across all SoE". It was shared for feedback and revised based on comments from SoEL team, SOE membership, Chairs,  an expanded committee of faculty (including the Faculty Senate Chair) and  SoE, CLS, and SAH Deans. 

        Policy vetting process:

  • Approved by 2015-16 Transition Team 4-0-0, 1/25/2016.
  • Shared at Deans Council on 1/26/2016.
  • Shared at SoEL team 2/8/2016
  • DEADLINE for Chair & SOE membership feedback to the Transition Team (with cc: to Dean) by 2/19/2016.
  • Revisions by Transition Team 4/19/2016
  • Provost edits 6/28/2016
  • Revisions by Transition Team: approved 4-0-0 on 10/3/2016
  • Shared with Expanded TT Consultants 11/2016
  • Shared with SOE membership on 11/4/2016
  • Revisions by Transition Team: approved 4-0-0 on 1/11/2017
  • Shared with SOE membership on 2/1/2017
  • Shared with Expanded TT Consultants 3/7/2017
  • Final approval Provost 3/24/2017
EPC Department Chairs/Directors Roles & Responsibilities expanding section

EPC Department Chairs / Directors Roles & Responsibilities

Serving as a department chair is one of the most challenging and engaging administrative positions at a university. Chairs liaise home department and the college/school dean, which requires that you represent the department’s interests to the university and the university’s interests to the department. As outlined in the Faculty Senate, chairs have specific roles and responsibilities (http://www.uwlax.edu/FacultySenate/ABP/FacSenatePolicies.html). In addition to the responsibilities outlined by the faculty senate, the School of Education, Professional and Continuing Education believes that effective chairs assume the following roles and responsibilities:

Transparent & Clear Communication

Respectful and professional interactions are required as department chair. Communications should be clear, accurate, coherent and professional in nature. Department chairs should include the Director/Dean on electronic communications with department members, as well as share any documents with the Director/Dean to support SoE strategic goals.

Enhance Department Culture – The chair has a key role to play in improving the overall “health” of the unit. It’s time to regroup, refocus, and support faculty so there is a positive culture and environment within the department. A chair’s responsibility is to be sure faculty’s voices are heard and valued. Each member should feel that they have the opportunity to contribute in meaningful ways. In healthy departments, chairs do not make decisions unilaterally or dictate actions to faculty members, rather a collaborative nature and shared leadership promotes trust and a healthy unit. Positive norms are developed that consistently promote equity relative to all departmental matters and eliminate bullying behaviors.

Contributing to and Supporting the Department and EPC Overall Mission 

Department chairs have a responsibility to guide the unit they are leading in ways that support the strategic goals and vision for the college/school. The SoE overall mission aligns with accreditation guidelines and current education initiatives, thereby departmental curriculum development/revision, as well as other initiatives should follow suit. In doing so it allows staffing and budgetary implications to be more easily supported. 

Strategic Planning

Strategic planning relative to course offerings, staffing, workloads, etc. are crucial to a successful department that supports student learning and faculty development. Planning in strategic ways (i.e., having a master plan for course offerings) allows faculty who are interested the opportunity to teach summer courses or conduct data collection/analyses in meaningful ways that support a faculty member’s research agenda. Strategic planning also leads to greater transparency and accountability.

Honesty & Integrity

As a department chair one role to uphold is promoting a healthy unit/department by modeling honesty and truthfulness, as well as encouraging faculty members to uphold these same standards. By emphasizing these standards, and displaying them yourself, you will hopefully influence the department/office environment, resulting in a friendly and helpful workspace that is deemed a “healthy” place.

Ability to Delegate

Delegating tasks to the appropriate individuals/groups is one of the most important skills to develop. All faculty members should feel they are contributing to the department in ways that are meaningful based on their expertise and skills. Identify the strengths of faculty members and capitalizing on them is an important role of department chair, particularly when the majority of faculty members are untenured.  A department chair should be focusing time and energy on higher-level tasks that are not as appropriate to delegate.

Accountability

The chair, like all members of the department and the School of Education, should have regular meetings with those to whom they report, in order to ensure that goals and expectations are being met, and to identify any obstacles or challenges that may be standing in the way.

Self-awareness – Do you know how people really perceive you? Effective leaders do. They have an easy level of honest communication with their teams and their peers, and a thorough understanding of how they are perceived. Testing others’ perception of you can be as simple as observing their behavior. Are your co-workers and team members relaxed around you? Does all conversation stop when you enter the room? 

Furthermore, determine where your strengths lie as well as what complementary strengths you need from others to successfully lead the department. This includes understanding others and learning how best to utilize their strengths. Helping everyone feel part of the team.

Self-assessment – recognizing your “growth areas” allows department chairs (or any leaders) to be better leader. Questions to consider asking yourself might include: 1) What do I like to do? 2) What are my strengths or am I good at? 3) Where are there opportunities for growth? 4) What do I dislike doing or comes harder to me? 

Note: The EPC formal chair evaluations (implemented annually) assess chairs for the aforementioned roles and responsibilities. Formal evaluations, like a chair evaluation, are also designed to enhance a chair’s self- awareness and should provide opportunity for self-reflection.

Program Directors & position descripton expanding section

Position Description

A program director is the lead faculty/staff member who serves as a spokesperson and liaison for the program they  represent. The roles/responsibilities of the program director are critical to the overall health of the education program and require effective and ongoing communication and collaboration with colleagues in and outside the program, including the Department Chair and Deans.

Roles/Responsibilities

  1. Initiates, coordinates, and guides Professional Learning Community (PLC) monthly meetings with program faculty (set agenda, lead meeting, assure minutes are recorded and posted)
  2. Conducts regular programmatic evaluations and prepares annual assessment reports for EPC/UWL/DPI (in consultation with program members)
  3. Writes APR and other larger program assessment documents/sections as needed
  4. Continually monitors program to ensure that it is aligned with conceptual framework and with state and national standards
  5. Guides the PLC in monitoring student progress, and ensuring that students are adequately prepared for benchmark assessments and licensure standards
  6. Initiates discussions about curricular issues and makes formal recommendations to the Department Chair/Dean regarding changes in programs
  7. Represents program at biweekly SoE Leadership meetings (shares program updates and celebrations, voices program concerns, seeks clarification when needed - and takes this information back to PLC)
  8. Represents programs with Department Chair(s) and EPC Dean; serves as the first point of contact for student concerns or publicity requests.  This may include occasional duties outside of the contract period.
  9. Promotes Professional Education Programs on campus and in the community
  10. Oversees Advisory Council by maintaining representative constituency, setting an agenda for regular meetings, and posting meeting minutes
  11. Educator Preparation Program Directors only: Oversees edTPA support days to coordinate faculty coverage of support time for program student teachers.
  12. Educator Preparation Program Directors only: Works with faculty mentor(s) to provide guidance to teacher candidates during the edTPA retake process.
  13. Other duties specified by the Program as outlined in Program and/or Department bylaws.

Workload
Program directors shall receive 3 credits of reassigned time to fulfill the above roles/responsibilities.

Selection Process
Program directors are nominated by the aligned PLC/Program, and appointed by the EPC Dean (in consultation with the Department Chair and Content Dean where appropriate). A tie will be broken by the EPC Dean.

Length of Term
Programdirectors serve a 3 year term.

Evaluation Process
Program directors will be evaluated annually by the PLC/Program membership. A survey (see Appendix A ) will be distributed by the EPC Dean’s office .

Program Directors will also be evaluated by the EPC Dean or their designate (in consultation with Department Chair when appropriate), and a letter from the EPC Dean’s Office summarizing their review will be filed with the Provost.  This letter will also become part of the Program Director's personnel file for the purpose of retention, tenure, and promotion reviews.

Hiring personnel - adjuncts, supervisors, redbook searches expanding section

The UWL Search and Screen Policy and Procedures are a comprehensive resource for all recruitment efforts at UWL. It provides Hiring Authorities and decision makers with necessary information and guidance to meet the requirements of state and federal legislation.  The policies were last updated  11/1/2016.

Excerpted from the UWL S&S Policy and Procedures document:

Positions that Cross Units or Divisions:

If a position includes appointments in two or more units or divisions, collaboration is expected throughout the recruitment process. Collaboration should occur on the position description (including required and preferred characteristics), on the selection of candidates for final interview, and any/all offers of employment.

School of Education Affiliations:

School of Education (SOE) affiliated position recruitment requests need to come jointly from the Dean of Education, Professional and Continuing Education (EPC) and the Dean of the home department. Departments are expected to follow the Hiring Procedures Policy for SOE Affiliated Faculty in Teacher Education Programs (approved 3/2017 - Provost and Human Resources) available on the EPC website.

Hiring Policy for Adjunct Field/Student Teaching Supervisors:

Adjunct Field and Student Teaching supervisors are funded and hired by the EPC Dean.  If a department/program is in need of adjunct Field or Student Teaching supervisors, the Program Director or Department Chair should contact the Field Experience Coordinator aligned with their licensure program to describe their needs. The Field Experience Coordinator will work with the prospective adjunct hire to communicate workload, salary, and other responsibilities, including required training for the supervisor, background check requirements, edTPA support activities, etceteras. All adjunct supervisor contracts are negotiated by the Dean of EPC or their delegate.

Policy vetting process:

  • Approved by 2015-16 Transition Team 4-0-0 on 1/25/2016.
  • Introduced to Deans at Deans Council on 1/26/2016.
  • Consultation with DPI on 1/26/2016
  • Shared at SoEL team 2/8/2016
  • DEADLINE for Chair & SOE membership feedback to the Transition Team (with cc: to Dean) by 2/19/2016.
  • Revisions by TT - approved 4-0-0, 03/22/2016,  10/05/2016
  • Shared with SOE membership on 2/1/2017
  • Revisions by HR, Provost, Chair of Faculty Senate, Provost/Vice-Chancellor, Deans, Affirmative Action Director, Human Resources and three Department Chairs appointed by the Senate Executive Committee 11/2016
  • Revisions by TT - approved 4-0-0, 3/7/2017
  • Final approval Provost 3/24/2017
Advising policies expanding section

Advising policies in EPC stem from WI legislative code, which makes stipulations about advising for teacher candidates in educator preparation programs:

PI 34.13 (1) The institution shall ensure that all students have access to and are provided information and resources on student services, including personal, professional and career counseling, career information, tutoring, academic, and job placement assistance.

PI 34.13 (2) The Dean shall ensure that all students upon entry into and throughout the professional educator preparation program will be provided with an advisor and written information describing the educator preparation program leading to licensure.

PI 34.14 (1) The SCD shall create and implement an explicit plan with adequate resources to recruit, admit, and retain a diverse student body.

Thus UWL EPC has the following policies concerning advising:

  • Program advisors are assigned by the department or college office when students declare their major/minor.
  • Content area co-advisors are assigned by the content department or Dean's office (depending on the program).
  • All advisees need to have a  program plan to graduation/program completion that is initiated by the program advisor.  This plan is updated and shared with the advisee at each advising appointment (at least once per semester). The plan should be aligned with their Academic Advisement Report in WINGS, and should include any accommodations or exceptions.
  • Co-advisors and program advisors should consult with each other to be sure they are working together to build the same advising plan, communicate concerning the progress of their advisee, and discuss any supports the advisee might need. 
  • Students identified as being supported by the Senior Multicultural Advisor should be part of a shared database that is accessible to the Senior Multicultural Recruiter/Advisor, the Academic Services Director/Certification Officer, and the EPC Dean. 
Surveys & assessments expanding section

Comprehensive Assessment System (CAS)

The CAS is a data system that tracks the progress of teacher candidates as they move through the teacher education program and into their careers.  Data from the CAS is reported to DPI as part of the Continuous Review Process.  Constituents of the School of Education (SoE) determined which data should be included within the system and the SoE assessment coordinator is tasked with gathering, organizing, and analyzing data, as well as preparing reports.  In addition to data on benchmark assessments, SoE collects the following data through surveys. 

  • Program Evaluation/Exit Survey: The Program Evaluation Survey provides a comprehensive overview of graduating teacher candidates’ perceptions of their teacher education program, with special regard to the Interstate Teacher Assessment and Support Consortium (InTASC) standards; the Conceptual Framework; portfolio; strengths and areas of concern within field experiences, majors, and minors; Professional Learning Communities (PLCs); and advising.  Student teaching seminar instructors should make completion of this survey a requirement in their courses, with time in class to complete it if possible.

Recipients: All student teachers

Sent: Week 10

Due: Last day of classes

  • Field Experience Survey: At the end of each semester, teacher candidates in field placements are asked to complete a survey relating to their perceptions of their most recent field experience.  The current survey is centered on the three edTPA tasks: planning, instruction and assessment. Teacher candidates are asked to rate their level of agreement with statements relating to each tasks (“In my field experience, I was able to practice…”), and data used to determine the level of opportunity teacher candidates have to practice the three tasks while in their field placements.  Field course instructors should make completion of this survey a requirement in their courses, with time in class to complete it if possible.

Sent: Week 11

Due: Last day of classes

  • Alumni Study: In October 2010, the Alumni Survey was reinstated and redesigned to assess the perceived effectiveness of the teacher education program in preparing recent graduates for their professional careers.  An Employer Follow-Up Survey was also created to evaluate employers’ opinions regarding the quality of teacher graduates from UW-L and their preparedness in the InTASC standards.  The surveys are sent to graduates and employers,   three and five years after graduation. 

Recipients: Graduates 1, 3 and 5 years out of the teacher education program

Sent: Fall semester – Week 5

Due: Survey remains open for two weeks from send date

Leadership Performance Evaluations

Faculty holding leadership roles with associated workload assignments are evaluated annually through surveys administered by the EPC Office.

  • DES Chair Evaluation

Recipients: DES faculty
Sent: Spring semester – Mid May
Due: Survey remains open for two weeks from send date

  • IPSE Director Evaluation

Recipients: IPSE staff

Sent: Spring semester – mid May

Due: Survey remains open for two weeks from send date

  • Program Director Evaluations – (Appendix A)

Recipients: Program membership
Sent: Spring semester – Mid May
Due: Survey remains open for two weeks from send date

Program Specific Surveys - need some language and/or guidelines here?

Currently these surveys are specific to and developed by programs. They are sent using start and end dates determined by programs and/or instructors.  All programs are invited to create/modify program-specific surveys.

  • NAEYC - Recipients: ECE Block
  • MC-EA Program Evaluation Survey - Recipients: MC-EA student teachers
  • PETE Evaluation Survey - Recipients: PETE student teachers
  • Special Education Survey - Recipients: Special Education student teachers

Additional Surveys Sent to EPC Partners - cooperating teachers receive at most one survey

  • Cooperating Teacher Survey

Recipients: Cooperating teachers

Sent: Spring semester – Week 15

Due: Survey remains open for two weeks from send date

  • PDS Teacher Survey

Recipients: Cooperating teachers

Sent: Spring semester – Week 15

Due: Survey remains open for two weeks from send date

EPC bylaws addendum expanding section

Excerpted from the UWL Departmental Bylaws Template
(All bylaws are available via the Academic Affairs website under Resources/Academic Departments - Administrative Resources)

The Role of Bylaws for Faculty Personnel Decisions: UW System and UWL policies and procedures govern the primary responsibilities regarding personnel review of faculty. Departmental by-laws serve as a faculty member’s guide regarding specific faculty responsibilities of teaching, scholarship and service, merit evaluation, and faculty personnel review as it relates to retention, promotion, and tenure. The by-laws template outlines the key policies and procedures associated with faculty functions under the guidance of UW System and UWL’s Faculty Senate. The Human Resources Employee Handbook reflects components of faculty employment associated with faculty as state and university employees.

In 2016 Faculty Senate approved the Statement on School of Education Affiliated Faculty Teaching, Scholarship, and Service Expectations, which can be found in Appendix B of the UWL Departmental Bylaws Template.  All departments housing SoE-affiliated faculty should have this Statement included as a part of their departmental bylaws.

Working with area schools - research/PD/events expanding section

Based on the varied nature of school-related collaborations with any PK-12 school district, any individuals who are interested in working with PK-12 schools, cooperating teachers, and/or school children shall first consult with the Dean of EPC to determine how the proposed activities might align with existing partnerships and to identify any potential conflicts with existing initiatives/efforts. Based on these discussions, the appropriate protocol for communication will be determined based on the specific parameters of the project. PDS Faculty Liaisons, Field Experience Coordinators, Professional Development and Outreach Coordinator, Department Chair(s), Program Directors, etc. will be included in communications as deemed appropriate by the EPC Dean.

Any initiatives involving outreach to/with multicultural students should include the Senior Multicultural Recruiter/Advisor.

EPC Committees expanding section

EPC committees make recommendations to the Dean of EPC.  The Dean of EPC may choose to bring these recommendations to SoEL team for vetting/discussion on a case by case basis. Final reports from EPC committees and Task Forces are due to the Dean on May 1 each academic year, and should include responses to charges to the committee, formal recommendations for consideration by the Dean, and an accounting of activities for the year.

2017-18 EPC Committees:

EPC Eagle Alert Task Force expanding section

Purpose:

Oversees policies and practices and makes recommendations regarding use of the Eagle Alert System within the School of Education, Professional and Continuing Education. 

2017-18 Membership

Member Affiliation (Program/Department)
Yuko Iwai, Chair Middle Childhood-Early Adolescence (MC-EA)/DES
Barb Gander Early Childhood-Middle Childhood (EC-MC)/DES
Dan Hyson School Psychology (SPY)/Psychology
David Liss Secondary Teacher Education Preparation(STEP)/Math
Jenni McCool Early Childhood-Middle Childhood (EC-MC)/Math
Leslie Rogers MC-EA and Special Education (SPE)/DES

Materials

Meeting dates:  9.8.17;  9.29.17;  10.13.17;  11.10.17;  2.1.18;  3.1.18;  4.5.18;  4.26.18   
Agendas: 9.8.17;  9.29.1710.13.1711.10.172.1.183.1.184.5.184.26.18
Minutes: 9.8.179.29.1710.13.1711.10.172.1.183.1.184.5.184.26.18
Actions

Charges

EPC Equity Commitee expanding section

Purpose:

Makes recommendations to address barriers related to policy, cultural climate, and structure within the School of Education, Professional and Continuing Education; builds on the UWL Strategic Plan action steps to articulate EPC specific goals.

2017-18 Membership

Member Affiliation (Program/Department)
Roi Kawai, Chair Foundations, Campus Climate Faculty Fellow/DES
Scott Baker Foundations/DES
Jim Carlson Secondary Teacher Education Preparation (STEP) &
Early Childhood-Adolescence (EC-A)/DES
Jennifer Docktor Secondary Teacher Education Preparation (STEP)/Physics
Pat Markos Professional Studies in Education (IPSE)
Ken Shonk Secondary Teacher Education Preparation (STEP)/History

Materials

Meeting dates: 9.29.17;  10.19.17;  10.30.17;  11.13.17;  2.14.18;  3.2.18;  3.8.18;  3.23.18;  5.3.18
Agendas: 9.29.1710.19.1710.30.1711.13.172.14.183.2.183.8.18;  3.23.18;  5.3.18
Minutes: 9.29.1710.19.1710.30.1711.13.172.14.183.2.183.8.18;  3.23.18;  5.3.18
Actions 

Charges

EPC Strategic Plan Alignment Committee expanding section

Purpose:

Identify and make recommendations on EPC initiatives and activities that align with the UWL Strategic Plan

2017-18 Membership

Members Affiliation (Program/Department)
Jennifer Kosiak, Chair Secondary Teacher Education Preparation (STEP)/Math
Ann Epstein Early Childhood-Middle Childhood (EC-MC)/DES
Bill Gillespie Professional Studies in Education (IPSE)
Heather Linville Early Childhood-Adolescence (EC-A) & TESOL/DES
Megan Litster Secondary Teacher Education Preparation (STEP)/Biology

Materials

Meeting dates: 9.21.17;  10.5.17;  10.12.17;  10.26.17;  12.19.17;  2.16.18;  4.17.18;  5.9.18
Agendas: 9.21.1710.5.1710.12.1710.26.1712.19.172.16.184.17.185.9.18
Minutes: 9.21.1710.5.17;  10.12.1710.26.1712.19.17;  2.16.18;  4.17.8;  5.9.18
Actions 

Charges

Field and Student Teaching Experience Outcome Committee expanding section

Purpose:

Align expectations, activities, outcomes for Field and Student Teaching Experiences across all School of Education programs; develop recommendations for field experience policies and practices across SoE. 

2017-18 Membership

Members Affiliation (Program/Department)
Heidi Masters, Chair Early Childhood-Middle Childhood (EC-MC/Field 2)/DES
Alyssa Boardman Early Childhood-Middle Childhood (EC-MC/Field 1)/DES
Matt Chedister Secondary Teacher Education Preparation (STEP, Field 2)/Math
Cindy Duley Office of Field Experience/EPC
Tom Jesse Secondary Teacher Education Preparation (STEP, Field 2)/English
Zach Beddoes Physical Education Teacher Education (PETE)/ESS
Joyce Shanks Middle Childhood-Early Adolescence (MC-EA/Field 2)/DES

Materials

Meeting dates and agendas:  9.22.1710.13.1712.15.173.2.183.26.184.16.185.7.18
Minutes:  9.22.1710.13.1712.15.173.2.183.26.184.16.185.7.18
Actions 

Charges 

EPC Technology Commitee expanding section

Purpose:

Support faculty and staff in implementing best practices in educational technology.

2017-18 Membership

Members Affiliation (Program/Department)
Lema Kabashi, Chair Special Education (SPE)/DES
Josh Hertel Secondary Teacher Education Program (STEP)/Math
Claire Mitchell Early Childhood-Adolescence (EC-A)-Spanish/GCL
Lori Reichel School Health Education (SHE)/HEHP
Gary Willhite Early Childhood-Adolescence (EC-A) & Professional Studies in Education/DES & IPSE

Materials

Meeting dates: 10.12.17;  11.9.17;  1.26.18;  3.9.18;  4.6.18;  5.4.18
Agendas: 10.12.1711.9.171.26.183.9.184.6.18;  5.4.18
Minutes: 10.12.1711.9.171.26.18;  3.9.18;  4.6.18;  5.4.18
Actions 

Charges

EPC PRT Task Force expanding section

Purpose: 

Support SoE-affiliated faculty and staff in promotion, tenure, and retention reviews.

2017-18 Membership

Members Affiliation (Program/Department)
Linda Dickmeyer Interim Associate Dean/EPC
Ann Epstein Early Childhood-Middle Childhood (EC-MC)/DES
Jennifer Kosiak Secondary Teacher Education Preparation (STEP)/Math
Heather Linville Early Childhood-Adolesence (EC-A) & TESOL/DES
Jenni McCool Early Childhood-Middle Childhood (EC-MC)/Math
Lori Reichel School Health Education (SHE)/HEHP

Materials

Meeting dates: 9.22.17;  10.6.17;  10.13.17;  10.27.17;  11.17.17;  1.26.18;  2.19.18;  3.20.18;  4.26.18
Agendas: 9.22.1710.6.1710.13.1710.27.17;  11.17.171.26.182.19.183.20.184.26.18
Minutes: 9.22.1710.6.1710.13.1710.27.1711.17.171.26.182.19.183.20.18;  4.26.18
Actions 

 

Charges 

Teacher Candidate Progress Review Committee expanding section

Purpose:

The Teacher Candidate Progress Review (TCPR) Committee is charged with overseeing the development and assessment of knowledge, skills, and dispositions among teacher candidates as assessed by the multiple measures of the established teacher education assessment system. Academic and non-academic misconduct (plagiarism, cheating, etc.) are referred directly to the Office of Student Life as outlined in the university's student handbook

2017-18 Membership

Member

Affiliation (Program/Department)

Linda Dickmeyer, Chair

Interim Associate Dean, EPC

Jim Carlson

Early Childhood-Adolescence (ECA)/Secondary Teacher Education Program (STEP)/DES

Matthew Chedister

Secondary Teacher Education Program (STEP)/Math

Rita Chen

Middle Childhood-Early Adolescence (MC-EA)/DES

Ashley Cree

EPC Academic Services Coordinator

Gail McCormick

School Health Education (SHE)/HEHP

Joci Newton

School Psychology (SPY)/PSY

Dawn Rouse

Early Childhood-Middle Childhood (EC-MC)/DES

Deb Sazama

Physical Education Teacher Education (PETE)/ESS

Materials

Meeting dates
Agendas
Minutes
Actions 

TCPR process flowchart

TCPR meeting flowchart

Archived Materials 2016-17 EPC Committees

Teacher Candidate Progress Review expanding section

Membership

Carol Zehms (Angell)  - DES

Matt Chedister - STEP

Gail McCormick - SHE

Dawn Rouse - DES

Joci Newton - SPY

Amy Tischler - PETE

Eagle Alert Task Force expanding section

Membership

Leslie Rogers*, Chair - SPE/DES

Joyce Shanks - MCEA/DES

Dave Liss - STEP/Math

Jenni McCool - MCEA/Math

Dan Hyson - SPY

 

Charges

Minutes, Documents, and Recommendations

Sumary of Activities:

The Eagle Alert Task Force met several times during the academic year to address the charges. Activities included meetings with Shari Schoohs (UWL Academic Advisor and Eagle Alert Coordinator), analysis of Eagle Alert data from the last three semesters, and facilitation of a discussion at an SoE Meeting. They included a summary report on the activities (see Eagle Alert Task Force Summary Report).

The Task Force recommends that someone from SoE be identified who will continue to meet periodically with the UWL Eagle Alert Coordinator.  

 

Equity Committee expanding section

Membership

Ken Shonk*, co-Chair -
STEP/History

Scott Baker*, co-Chair -
Foundations/DES

Roi Kawai - 
Foundations/DES

Bethany Brent -
Multicultural Recruiter/Advisor EPC

Claire Mitchell -
EC-A/Spanish (MLG)

Amy Tischler -
PETE/HEHP

Ann Yehle -
MC-EA/DES

Marcie Wycoff-Horn - 
Dean, EPC

Pat Markos -
IPSE

Charges

Minutes, Documents, and Recommendations

Summary of Activities:

The Equity Committee met several times during the Spring semester. Discussion focused on the nature and direction of the group. Major questions included: How do we address a perceived lack of diversity and opportunity for students and faculty of color? Does the fundamental structure of SoE curricula make it difficult for students who lack privilege (socio-economic, racial) to succeed? How can SoE lead the way in the university's initiatives regarding equity and accessibility?

Tentative plans were made to offer financial support/incentive for students and faculty to present papers and organize panels for Equity Day. Further, we discussed the possibility of including instructional rounds, curricular mapping, and class visitations amongst SOE and SOE-affiliated faculty.

Technology Committee expanding section

Membership

Josh Hertel*, Chair - STEP/Math

Lema Kabashi - Special Education/DES

Josh Miller - Foundations/DES

Jude Harrington - MC-EA/DES

Charges

Minutes, Documents, and Recommendations

Summary of Activities:

The committee created an initial draft of the technology curriculum map that addresses the first charge. Building on the work done by DES, the committee created a map that provides a visual overview of each program (See SoE Technology Curriculum Map).

The committee recommends that the 2017-18 Technology Committee focus on drafting SoE technology standards.

edTPA Retake Committee expanding section

Membership

Rick Stewart*, Chair - EPC

Alyssa Boardman - EC-MC/DES Ann Epstein - EC-MC/DES

Jennifer Kosiak - STEP/Math

Barb Gander - EC-MC/DES Lori Reichel - SHE/HEHP

Charges

Minutes, Documents, and Reccomendations

Summary of Activities:

The committee completed the first charge (Monitor and evaluate edTPA process during 2016-17, outline further steps) and second charge (draft policy for potential edTPA appeals). The process was refined in several ways and the documents needed to guide candidates and faculty were edited and rewritten. The appeals policy was written and revised several times. In addition, the committee decided to create two additional documents to guide faculty and candidates (edTPA Appeal For Exception). The third charge (facilitate an EPC meeting and share information) was not completed due to scheduling but could be done in the upcoming year.

The committee recommends that the final documents, procedures, and results be presented to all SoE faculty, either at an SoE monthly meeting or at the Data Retreat. The committee members will regroup unofficially after the Fall 2017 edTPA results are received to guide the procedure for any candidates and faculty that will be involved in retakes. The edTPA Coordinator should keep notes and continue faculty discussion for at least one more year to fine tune the process if necessary. The task force has accomplished its purpose and recommended that the committee be suspended.

Field Experience Task Force expanding section

Membership

Ann Yehle*, Chair - MC-EA/DES

Cindy Duley - Field Office/EPC

Deb Sazama - PETE/ESS

Heidi Masters - EC-MC/DES

Jen Docktor - STEP/Physics

Lindsey Butts - Field Office/EPC

Jim Carlson - STEP & EC-A/DES

 

 

Charges

Minutes, Committee Documents, and Recommendations

Summary of Activities:

Members of the Field Experience Task Force met seven times during the academic year. Outside of these formal meetings, members of the Field Experience Task Force reviewed professional literature related to our charge, reached out to others colleagues, and engaged in collaboration via the use of Google documents and OneNote Online. The Field Experience Task Force also reviewed recommendations from 2015-16 and from the transition team documents. The task force developed a list of questions and concerns related to these documents. The chair included a summary report on the activities (see Field Experience Task Force 2016-17 Year End Summary).

SoE Recruitment, Retention and Marketing expanding section

Membership

Matt Chedister*, Chair - STEP/Math

Cindy George - IPSE

Ashley Cree - EPC

Dawn Rouse - EC-MC/DES

Tammy Fischer - EC-A/Music

Bethany Brent, consultant - EPC

Charges

Minutes, Committee Documents, and Recommendations

Summary of Activities:

The Committee completed the first charge (develop information/materials for use at Campus Close Up days). As a result, campus close up has been improved to better meet the needs of the students. Primary changes were the development of breakout sessions by major/age level desired to teach, better handouts and materials, and the inclusion of student speakers who were able to address some questions better than faculty members. The committee recommended that these should be reviewed/updated from time to time, and that the second charge (facilitating a recruitment retreat/workshop) be continued in the fall.

Frequently asked questions expanding section
Support for scholarship expanding section

Grant Submission Protocol for EPC Personnel (DES, IPSE, CEE, and EPC Office personnel)

All internal (to UWL funding sources) grant proposals must be submitted to the EPC Dean for review at least one week in advance of the due date.  Exceptions are DES-funded initiatives available to DES personnel only, and EPC-funded initiatives.

Extramural grant proposals (to non-UWL funding sources) must follow the timeline established by the Office of Research and Sponsored Programs (ORSP). Grant proposals in completed form must be submitted to the EPC Dean for review and approval one week in advance of the ORSP deadline (i.e.: 17 days in advance of the due date). 

All extramural (not UWL or UW System) funding proposals must be accompanied by a Grant Transmittal Form signed by the Dean of EPC. Proposals submitted to UW System must be accompanied by a UW System Grant Transmittal Form signed by the Dean of EPC. 

Grant Submission Protocol for SoE-Affiliated Personnel (STEP, EC-A, PETE, SHE, SPY personnel)

All internal (to UWL funding sources) grant proposals involving education-related activities, PK-12 schools, and/or PK-12 personnel must be submitted to the EPC Dean for review at least one week in advance of the due date.  EPC-funded initiatives are excepted from this protocol.

Extramural grant proposals (to non-UWL funding sources) must follow the timeline established by the Office of Research and Sponsored Programs (ORSP). Grant proposals in completed form must be submitted to the EPC Dean for review and approval one week in advance of the ORSP deadline (i.e.: 17 days in advance of the due date). 

All extramural (not UWL or UW System) funding proposals involving education-related activities, PK-12 schools, and/or PK-12 personnel must be accompanied by a Grant Transmittal Form signed by the Dean of EPC. Proposals submitted to UW System must be accompanied by a UW System Grant Transmittal Form signed by the Dean of EPC. 

SoE Research Rounds

SoE Research Rounds are designed to create a stimulating and non-intimidating environment for faculty to discuss current scholarly, creative and professional endeavors, and activity build collaborative networks with their peers. Sessions are held three times each semester and 75-90 minutes in length. The format of sessions varies dependent on interest. For example, a few faculty members may present a project or a specific aspect of their scholarship to a small group of colleagues for discussion and feedback including a manuscript in preparation, a grant application, or a presentation. Sessions can also focus on activities such as group writing time or round-table discussions. 

The Benefits of the SoE Research Rounds include:

  • Dedicated time in a supportive space to move projects forward, review drafts, receive critical feedback, etc.
  • Engage in academic discussions at the forefront of your field.
  • Hear from other faculty members about tips and tricks for successful scholarly activity.
  • Network with colleagues in an informal atmosphere.
  • Build collaborative relationships and learn about campus resources.
  • Engage in a space where energy and excitement is fostered relative to scholarly activity 
EPC excellence awards expanding section

Excellence awards are given out annually. Nominations are typically due by the third/fourth week of the Spring semester. Recipients are recognized at the SoE Celebration of Education event in April. Award areas include:

1. Faculty Teaching

2. Faculty Scholarship/Creative Endeavors

3. Faculty Service

4. University Staff / Non-Instructional Academic Staff / Instructional Academic Staff (rotates)

5. Excellence in Partnership (pK-12 partner) 

How to support students expanding section

Forthcoming.

TCPR Policy Statement

The faculty and staff (including clinical and student teaching personnel) of the School of Education recognize that all individuals seeking certification may not meet certain minimal professional standards; therefore, a procedure has been established to identify and to counsel candidates in need of directed guidance. Additional measures may be taken if deemed necessary. The referral process may lead to the candidate's removal from the teacher education program(s).

The School of Education's Teacher Candidate Progress Review Committee is charged to oversee the development and assessment of knowledge, skills, and dispositions among teacher candidates as assessed by the multiple measures of the Teacher Education Assessment System. Academic and non-academic misconduct (plagiarism, cheating, etc.) are referred directly to the Office of Student Life as outlined in the University's handbook.

If issues related to the progress of candidates are identified, a referral is initiated using the Teacher Candidate Progress Review Referral Form, and the candidate receives a copy of the referral. The Dean of the School of Education will forward a copy to the candidate's advisor, the Academic Services Director /Certification Officer, Department Chair, and the Content Liaison, where appropriate. There are three types of referrals: 1) notice of concern, 2) automatic referral and, 3) program referral.

Notice of Concern

  • A concerned faculty or staff member completes a written notice of concern. The candidate is required to schedule an appointment to review the content of the notice of concern form. A minimum of 2 faculty or staff members will discuss the referral with the candidate and provide him/her with a copy of the referral form. After the content of the referral form is discussed the candidate signs the referral form acknowledging receipt.
  • The faculty or staff member submits the signed referral form to the Office of the Dean of the School of Education; copies of the form are sent to the appropriate individuals (see third paragraph above), as well as placing a copy in the candidate's permanent file.
  • If two notices of concern are received, the candidate is automatically referred to the Committee by the Dean of the School of Education.

Candidates enrolled in pupil services certification programs (School Psychology): each notice of concern will be sent to the program director. The program will work with the candidate to develop an action plan.

Automatic Referral(s) to the Teacher Candidate Progress Review Committee

Automatic referrals include, but are not limited to, concerns needing immediate intervention related to the candidate's knowledge, skills, and/or dispositions OR candidate G.P.A. (Cumulative, major, minor, concentrations, core).

Non-G.P.A.-related automatic referrals

  • An issue needing immediate intervention related to the candidate's knowledge, skills, and/or dispositions is identified, and an automatic referral form is completed. The candidate is required to schedule an appointment to review the content of the automatic referral form. A minimum of 2 faculty or staff members will discuss the referral with the candidate and provide him/her with a copy of the referral form. After the content of the referral form is discussed the candidate signs the referral form acknowledging receipt.
  • The faculty or staff member submits the signed referral form to the Office of the Dean of the School of Education; copies of the form are sent to the appropriate individuals (see third paragraph above), as well as placing a copy in the candidate's permanent file.
  • The candidate is automatically referred to the Committee by the Dean of the School of Education and will be required to appear at the next Committee meeting to address the concerns cited in the automatic referral. When the candidate meets with the Committee the concerns are reviewed and the candidate addresses these concerns. After the candidate has met with the Committee, the Committee recommends further action (following the link below, review "Action 2").   If the candidate fails to meet with the committee, s/he will be unable to continue in his/her program of study.

Program Referral(s) to the Teacher Candidate Progress Review Committee

Faculty and staff (including clinical and student teaching personnel) who have concerns about a candidate's knowledge, skills, and/or dispositions as described within the Teacher Education Programs Standards, shall document and initiate the referral process by completing the appropriate Teacher Candidate Progress Review Referral Form. For the purpose of facilitating the referral process, the following procedures are followed:

  • The faculty or staff discuss the referral with the candidate and provides him/her with a copy of the referral form.
  • The faculty or staff member delivers the Referral Form to the appropriate program director or department chair. The faculty involved decide if the referral form is to be sent to the Teacher Candidate Progress Review Committee or remediated within the program. The candidate is notified regarding the decision within two weeks regarding action or remediation plan. If the remediation plan is unacceptable to the candidate, he/she may appeal the plan to the Committee.
  • If so deemed, referral forms, and the referred student's academic record(s) and performance, are reviewed by the Committee at the next monthly meeting in which they are received.

 

Table 6-2:  Teacher Candidate Progress Review Committee Actions

STEP

DESCRIPTION

No Immediate Action

No Formal Action

 

The TCPR Committee takes no any action at this time, but is monitoring the student informally and is placing record of the concern(s) in the candidate's file or

  1. The TCPR Committee may review the concern again at a later date, and recommend that action be taken at that time.
  2. If additional concerns are submitted, the committee may recommend initiation of Action 1.

Action 1

Collection of Additional Information about the Student

A request is made to faculty and staff for additional input regarding the particular student. This input could include both concerns and commendations relative to knowledge, skills and dispositions. 
After review of the student file and all relevant input, the TCPR Committee may recommend further action.

Action 2

Notice to Appear before the TCPR Committee

 NOTE: Failure to meet with the TCPR Committee as requested prevents the student from taking further coursework in the Teacher Education program. At the appearance with the TCPR Committee, the concerns are reviewed with the candidate and the TCPR Committee recommends further action. The candidate is expected to:

 

Track A (GPA)

  1. Notify an Assistant to the Dean to request a review by TCPR.
  2. Collect three letters of recommendation (One letter must be from clinical instructor or cooperating teacher and one from content faculty).
  3. Provide TCPR with a summary of academic situation (1-2 pages), letters of recommendation, and an unofficial transcript. Committee will take action on the GPA waiver request.

NOTE: Waiver may be granted or candidate must complete Track B.

 

 

 

  

Track B

  1. Develop a written Action Plan that addresses the specific concern(s) identified. The candidate writes goals that effectively lead to the elimination of the specific areas of concern.
  2. Present the written Action Plan to the EPC Dean  to discuss and approve the candidate's goals and remediation strategies.
  3. Provide the TCPR Committee with a Candidate Progress Summary (1-2 pages) by a designated date as determined during the appearance with the TCPR Committee. The candidate must address how s/he has reconciled and/or remediated the specific concern(s) and how each concern has been eliminated.

 

Action 3
Review of Evidence & Recommendation to the Director

The TCPR Committee will review The Student Progress Summary upon completion of the action plan. The TCPR Committee will make a decision on the candidate's successful completion of the process. One of the following recommendations will be made to the EPC Dean :  The candidate will be:

  1. Allowed to continue/resume degree program progress;
  2. Asked to return to Action 1 or 2 and repeat the process; or
  3. Recommended for dismissal from the Teacher Education Program.

 

The candidate has the right to appeal TCPR Committee decisions to the Provost/Vice-Chancellor.

 

 

Candidates applying for admission into a teacher education program must pass a Basic Skills Testing (BST) benchmark.  There are several pathways for a teacher candidate to demonstrate basic skills proficiency in reading, writing, and mathematics. Note: Scores must be dated within the past ten years at the time of application for admission to teacher education.

  • ACT: Composite score of 23 with minimum scores of 20 in English, Math, and Reading.
  • SAT: Minimum sub-scores of 520 in Mathematics, 510 in Critical Reading, and 480 on Writing.
  • GRE (after August 1, 2011): Minimum sub-scores of 150 on Verbal Reasoning, 145 on Quantitative Reasoning, and 3 on Analytical Writing.    
  • Praxis Core Academic Skills for Educators test:  Minimum scores of 156 in Reading, 162 in Writing, and 150 in Mathematics.  

FoRT

The Foundations of Reading test assesses proficiency in and depth of understanding of the subject of reading and writing development.  Effective January 31, 2014, applicants for initial licensure as an Elementary teacher (EC-MC, MC-EA), a Special Education teacher, a Reading teacher, or Reading specialist must receive a passing score of 240 or higher on the Wisconsin Foundations of Reading Test (FoRT).  At UWL, teacher candidates must earn a passing score and have the score on file with EPC in order to be eligible for student teaching.

Praxis II Subject Assessment

Applications for initial licensure in Wisconsin must take and earn a passing score on the appropriate Praxis II subject test for each area of certification they seek.  At UWL, teacher candidates must earn a passing score and have the score on file with EPC in order to be eligible for student teaching.

ACTFL (pre-ST assessment) support

Forthcoming

Forthcoming. 

Forthcoming 

UWL offers confidential counseling services (Personal Counseling, Academic Skill Building, and ADHD Assessments) to currently enrolled UWL students.

UWL also houses a testing center that administers the tests required by initial licensure programs.

Field Experience Handbook

Contains comprehensive information for teacher candidates and Field/Student Teaching supervisors and cooperating teachers. 

Forthcoming. 

Meetings expanding section

SoE Meetings:

This group meets monthly during the academic year. All participants are affiliated with the School of Education, Professional and Continuing Education. 

SoE Meeting Materials expanding section

2017-18 Meetings

The SoE meetings are usually held on the first Friday each month during the academic school year from 1:15-3:15 p.m. (usually in 3212 Centennial Hall).

Meeting dates and agendas:  9.8.1710.6.1711.3.17;  12.1.17;  2.2.184.6.185.4.18
Handouts/meeting materials:  

SoEL Meetings

The School of Education Leadership (SoEL) Team is charged with advising the Dean on the policies, procedures, activities, resources, and facilities of the School of Education, Professional and Continuing Education.

Responsibilities include:

  • Make formal recommendations to the Dean regarding changes in programs, assessment procedures and all other aspects of the School.

  • Provide the primary voice for teacher preparation programs on campus, and overall guidance to all School activities.

SoEL Meeting Materials expanding section

2017-18 Meetings

SoEL Team meets 12:30-2:00 pm in 3120 Student Union.  

Meeting dates:  9.11.17;  9.25.17; 10.9.17;  10.23.17;  11.20.17;  2.5.18;  3.19.18;  4.2.18;  4.30.18
Agendas: 9.11.17;  9.25.17; 10.9.17;  10.23.17;  11.20.172.5.18 3.19.184.2.184.30.18
Minutes: 9.11.179.25.1710.9.17;  10.23.1711.20.172.5.183.19.184.2.18;  4.30.18