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Education Advising Information

Education Major Entrance Requirements: The student who seeks a teacher education major must enroll in these courses prior to formal admittance: EDU 201, 210, 221, and 292. Upon successful completion (B/C or higher) of these courses, a student who intends to declare must meet additional requirements as outlined by the department. Prospective education majors are encouraged to contact Teacher Education faculty for advising. A transfer student interested in this major is strongly encouraged to meet with Education faculty at time of transfer.

  • General Advising Information: PDF documents specific to this program are provided below. The full course catalog, policies, textbook information, and other resources are available from the Office of the Registrar.

    For additional advising information, contact your academic advisor or visit the advising page on myWLC (log-in required). Course offerings are subject to change due to staffing, curriculum changes, or course enrollment numbers.

  • Admission to the School of Teacher Education

    Students are encouraged to express an area of interest in the field of education upon application for admission to WLC. This helps in the advising process.

    Initial Requirements as Evidence of Readiness for Admission

    • 30 credits completed including COM 101, ENG 101, EDU 201, EDU 210, EDU 221, and EDU 292.
    • Successful completion of Testing Requirements for Wisconsin Educator Licensing
    • Submission of the following documents in conjunction with above courses:
      • Initial teaching philosophy (in EDU 201)
      • Disclosure Questionnaire and current TB Test Verification (in EDU 221/292)
      • Clinical evaluations and written reflections (in EDU 292)
    • Three recorded evidences of ability to speak in front of an audience/class (at least one in education)
    • Three letters of recommendation - one from a former employer, one from a supervisor in an educational experience you had with children or young adults, and one from a former teacher (high school or other academic setting)
    • One page rationale for choosing teacher education – written in formal collegiate format

    Stage 1 Portfolio

    Along with the above evidence of readiness for admission to the School of Education, the applicant must compile and successfully present a themed Stage 1 Portfolio to an EDU professor. This portfolio includes the documentation of the required criteria above. It is to be organized around the 10 Standards for Teacher Development and Licensure. It also includes a research topic of interest and the rationale for choosing this topic. The instruction for building this portfolio comes from EDU 221 (initial requirement) and further help in building the portfolio is provided by the Future Teachers of Education Association (FTEA) on campus.

    Handbook Application Checklist (PDF)  Portfolio Template

    The impetus for the teacher education program revolves around performance-based expectations as articulated in the ten Academic Goals of the institution and the ten Teacher Education Standards for the state of Wisconsin (WDP134.02). These provide direction for the scope and sequence of the Wisconsin Lutheran College teacher education curriculum; for the basis of student's experiential involvement, self-assessment, and reflection; and for the assessment of student growth in knowledge, skills, and attitudes.

    Standard 1: The teacher knows the subject content.
    The teacher demonstrates understanding of the central concepts, tools of inquiry, and structures of the disciplines and creates learning experiences that make content meaningful and purposeful for learners. [P134.02(1)]

    Standard 2: The teacher knows how learners grow and develop.
    The teacher demonstrates understanding of how learners with broad ranges of ability learn and provides instruction that support student intellectual, social, emotional, and personal development.[P134.02(2)]

    Standard 3: The teacher understands diversity.
    The teacher demonstrates understanding of how learners differ in approaches to learning, that barriers may exist impeding learning, and that adaptation of instruction may meet these diverse needs of learners, including those with disabilities and exceptionalities. [P134.02(3)]

    Standard 4: The teacher knows how to teach.
    The teacher understands and uses a variety of instructional strategies, including technology, to encourage learner development of critical thinking, problem solving, and performance skills.[P134.02(4)]

    Standard 5: The teacher knows how to create and maintain a positive learning environment.
    The teacher demonstrates an understanding of individual and group motivation and behavior to create a learning environment that engages learners through positive social interaction, active learning, and self-motivation. [P134.02(5)]

    Standard 6: The teacher promotes and models effective communication.
    The teacher promotes effective verbal and nonverbal communication techniques as well as instructional media and technology to foster and engage active inquiry, collaboration, and supportive interaction in the classroom, in the school, and in the community. [P134.02(6)]

    Standard 7: The teacher possesses knowledge of educational foundations and skill at instructional planning.
    The teacher demonstrates knowledge of the purpose of education, the historical and philosophical frameworks for school and learning, and clearly articulate a personal educational philosophy reflecting the purpose of education; the teacher organizes and plans systematic instruction based upon knowledge of educational foundations, subject matter, learners, the community, and curricular goals or standards. [P134.02(7)]

    Standard 8: The teacher knows how to assess and evaluate student learning.
    The teacher understands and uses a variety of formal and informal assessment strategies to evaluate and ensure the continuous intellectual, social and physical development and advancement of the learner. [P134.02(8)]

    Standard 9: The teacher models Christian professional integrity.
    The teacher demonstrates the characteristics of a reflective practitioner who continually evaluates effectiveness and strives for insight into current educational issues and programs, a commitment to ethical and value-based performance, and a priority of personal growth and service to the field of education and in one's faith life. [P134.02(9)]

    Standard 10: The teacher networks with educational professionals and the community.
    The teacher fosters positive relationships with colleagues, parents, and agencies in the larger community to support learning and well being; and acts with a Christian attitude, integrity, fairness, and professionalism in an ethical manner. [P134.02(10)]



    Content Knowledge Tests

    What: Core Academic Skills
    When: Admission to Teacher Education

    What: Tests for Specific Licensure Areas
    When: Before Teacher Candidacy

    Foundations of Reading Test (FoRT)

    Who: Early Childhood, Elementary, Special Education
    When: By January 31 after EDU 333


    Who: All Candidates for Licensure
    When: During Teacher Candidacy (Student Teaching)


    Continuous Review Process

    Based on information from the Annual Assessment Report, the directors compile an annual Continual Review Process (CRP) report in preparation for an annual meeting with a Department of Public Instruction Liaison. The report is built around four key questions:

    • What is your program learning from your existing assessment system and what are you doing in response to this information/data?
    • Have you made any major/meaningful changes to your program? What changes have you made? Why? Why not?
    • Share the progress you have made implementing the edTPA in your initial teacher preparation program. (This will sunset after the edTPA is fully implemented.)
    • What technical assistance could the DPI provide your campus?

    Title II Report

    Section 205 of Title II requires reports from each institution of higher education (IHE) that conducts a traditional teacher preparation program or an alternative route to state certification or licensure program and that enrolls students receiving federal assistance under HEA Teacher preparation programs, both traditional and alternative, report to their states, which report to the U.S. Department of Education. Since 2001, the Office of Postsecondary Education at the U.S. Department of Education has collected data from states on teacher preparation programs and their students, as well as states' assessment and licensing of teacher candidates.

    Annual Report on Educator Preparation Programs

    The Wisconsin Department of Public Instruction provides statewide data on educators prepared, licensed and employed in Wisconsin public schools. The report notes, "Wisconsin public school staffing data was used for this report; therefore, program completers produced in Wisconsin who are employed in private schools or other states are not included in the employment data with in this report. Consequently, the data presented will understate the overall employment for candidates produced in Wisconsin." (p. 5)


    Servant Leaders, Future Teachers

    What is FTEA?

    The Future Teachers' Education Association (FTEA) is an organization for students interested in the field of education.

    What do they do?

    On the Wisconsin Lutheran College campus, FTEA provides fun, various experiences, and encouragement to all education students in any walk of the education department.

    • FTEA is a student organization that is affiliated with a larger body of similar student organizations on other college and university campuses both in the state of Wisconsin and nation wide.
    • FTEA provides opportunities for students to learn and grow in a variety of ways. 

    Who can join?

    Anyone interested in education!

    Why should I join?

    • Guidance through the education department at WLC
    • Leadership experiences
    • Hands-on community involvement
    • Improved teacher preparation
    • Professional development workshops

    Members of FTEA are affiliated with the Student Wisconsin Education Association (StWEA) at the state level and theNational Education Association (NEA) at the national level. It is important to note that FTEA does not necessarily agree with all of the platforms and beliefs of the state and national organizations.