Education Handbook and Resources
School of Education Handbook
Resources
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 the National 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.
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 includes "EPP [Educator Preparation Program] completers from 2021-22 and 2022-23 who were employed in Wisconsin public schools during the 2022-23 and 2023-24 school years, respectively. This data will not include EPP completers employed outside of Wisconsin or in Wisconsin private schools." (p. 3)
The impetus for the SOE program revolves around performance-based expectations as articulated in the Academic Goals of the College and the Teacher Education Standards for the state of Wisconsin. These provide direction for the scope and sequence of the WLC 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 dispositions.
Standard 1: Pupil Development
The teacher understands how pupils grow and develop, recognizing that patterns of learning and development vary individually within and across the cognitive, linguistic, social, emotional, and physical areas. The teacher designs and implements developmentally appropriate and challenging learning experiences for pupils.
Standard 2: Learning Differences
The teacher uses his or her understanding of individual pupil differences and diverse cultures and communities to ensure inclusive learning environments that enable each pupil to meet high standards.
Standard 3: Learning Environments
The teacher works with others to create environments that support individual and collaborative learning, and that encourage positive social interaction, active engagement in learning, and self-motivation.
Standard 4: Content Knowledge
The teacher understands the central concepts, tools of inquiry, and structures of each discipline s/he teaches. The teacher creates learning experiences that make the discipline accessible and meaningful for pupils to assure mastery of the content.
Standard 5: Application of Content
The teacher understands how to connect concepts and use differing perspectives to engage pupils in critical thinking, creativity, and collaborative problem solving related to authentic local and global issues.
Standard 6: Assessment
The teacher understands and uses multiple methods of assessment to engage pupils in their own growth, to monitor pupil progress, and to guide the teacher and pupil’s decision-making.
Standard 7: Planning for Instruction
The teacher plans instruction that supports every pupil in meeting rigorous learning goals by drawing upon knowledge of content areas, curriculum, cross-disciplinary skills, pedagogy, pupils, and pupils’ communities.
Standard 8: Instructional Strategies
The teacher understands and uses a variety of instructional strategies to encourage pupils to develop a deep understanding of content areas and their connections, and to develop skills to apply knowledge in a meaningful way.
Standard 9: Professional Learning and Ethical Practice and Christian Integrity
The teacher engages in ongoing professional and spiritual growth. The teacher uses evidence to continually evaluate the teacher’s practice, including the effects of the teacher’s choices and actions the pupils, their families, other educators, and the community. The teacher adapts the teacher’s practice to meet the needs of each pupil.
Standard 10: Leadership and Collaboration
The teacher seeks appropriate leadership roles and opportunity in order to take responsibility for pupil learning, to collaborate with pupils, their families, educators, and the community, to advance the profession.
August 2024
Overview
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