UNIVERSITY OF WISCONSIN - STEVENS POINT

PROFESSIONAL EDUCATION PROGRAMS

CONCEPTUAL FRAMEWORK, WISCONSIN TEACHING STANDARDS, OVERARCHING ASSESSMENT PLAN, REFERENCES, and CONCEPTUAL FRAMEWORK CHART

 MISSION

 The basic mission of the University of Wisconsin – Professional Education Programs (UWSP - PEP) is to provide quality pre-­service training to undergraduates in early childhood, elementary and secondary education and to provide quality graduate, credit and non-credit, learning opportunities to edu­cators in Central Wisconsin.  It is the vision of the Professional Education Programs that students of our pro­grams will encounter rich multicultural experiences, varied and meaningful op­portunities for experimentation within classrooms, a sound understanding of educational pedagogy and knowledge of the most current views regarding edu­cational practices.  Part of our vision for our students is that they become reflec­tive practitioners, capable of anticipating future needs and changes within the professional arena, and capable of as­suming roles of leadership.

The PEP faculty and staff are dedicated to the crea­tion of new partnerships between the University and the schools in this service area to en­able teachers, students and schools to meet or exceed world-class stan­dards.  To further these goals, the PEP will strive to use the most ad­vanced concepts of distance learning, computer technology, and other in­nova­tions in technology to extend our campus into every district in Central Wisconsin.

These new partnerships, professional development alliances, will be embed­ded throughout the undergraduate program and will be a model of excellence for teacher certification programs.  Implicit in this view of al­liances is the vision of the educator (both public school and higher educa­tion faculty) as the profes­sional who engages in life-long learning, pro­fessional development and personal growth.

Research supports this mission as follows:

Rich, Multicultural Experiences.   According to Lynch and Hanson (1998) understanding of cultural beliefs and behavior changes, because culture is not static.  Cultural beliefs, language, economic status, and degree of acculturation are continually influenced by sociopolitical boundaries and changing demographics.  One of the important goals of multicultural education is to help all students to acquire the knowledge, attitudes and skills needed to function effectively in a pluralistic democratic society and to interact, negotiate, and communicate with peoples from diverse groups in order to create a civic and moral community that works for the common good (Banks, 1995).    Based upon an examination of research related to the effects of multicultural education, an important implication that Banks notes “is that teachers must be provided with training and opportunities that will enable them to examine their feelings, attitudes and values, and helped to develop attitudes consistent with a democratic society”  (1995). 

 Opportunities for Experimentation within Classrooms.  Experimentation implies movement away from students merely functioning as passive recipients of information.    At the core of the active learning argument is the idea that the students must act on information in particular ways in order to “make what they learn a part of themselves” (Cerbin, 1995, p.1).  Active learning may be created through the application of collaborative and cooperative learning strategies.  According to Gerlach (1994), effective collaborative strategies involve the teacher becoming a task setter, classroom manager and synthesizer.  While collaborative learner activities vary widely, they are all centered on the students’ processes of investigation, discovery and application, not the teacher’s presentation (Smith & MacGregor, 1992).  Knowledge and skills are of little use if a student cannot apply them in cooperative interactions with others.  Smith (1985) believes the use of cooperative learning approximates more closely the activity of real world employment, found within many of the practicum offerings.

 Understanding of Educational Pedagogy and Knowledge of Current Views of Educational Practices.  We have long been aware of the importance of interaction between students and students and teacher in learning experiences.  Dewey (1902) placed the learner at the center of the learning process and indicated the greater the depth of interaction with others the better the learning, and thus the experience.  A synthesis of the literature on pedagogy and educational practices supports the following classroom strategies: 1) Allow students to write and discuss what they are learning; 2) Encourage teacher/student contact inside and outside the classroom; 3) Have students working with others on substantive tasks inside and outside of class; 4) Give prompt and frequent feedback to students; 5) Communicate high expectations; 6) Make standards and grading criteria explicit; 7) Help students achieve to their highest ability; 8) Respect diverse talents and ways of learning; 9) Motivate through posed problems, questions, means of inquiry, rather than merely content coverage; 10) Focus on assignments and help students successfully complete assignments (Astin 1985; Bonwell & Eison, 1991; Chickering &Gamson, 1987; Drummond, 1997; Erickson, 1984; Frost, 1991; Kurfiss, 1987; Light, 1992; McKeachie, 1986; Pascarella  & Terenzini, 1991; Penrose, 1992.)

In 1987, Chickering & Gamson presented their widely accepted Seven Principles of Good Practice in Undergraduate Education for use in teaching and learning environments on campuses across the country.  The Education Commission of the States (ECS) through the American Association of Higher Education (AAHE) expanded on these principles in developing the “ECS Dozen” (AAHE, 1996).  The “ECS Dozen” is based on extensive research conducted in response to changing student needs. There is strong evidence indicating that colleges and universities systematically engaging in the employment of these practices demonstrating improved student performance and satisfaction (AAHE, 1996).

Becoming Reflective Practitioners Capable of Assuming Roles of Leadership. It has been said that all teachers, formally or informally, engage in the process of reflection.  Specifically, reflection-in-action, reflection-of-action, and reflection-on-practice (Schon, 1983, 1987). Any type of reflection on practice, pedagogy, and process allows for teachers to continue to learn and grow as professionals and as people.  This reflection may be purposeful or incidental but is typically ongoing and powerful.  Ideally, reflection-on-action is a shared process that presents an opportunity for discussion of practice with peers.  If reflection is a normal process for teachers, we need to teach pre-professionals to reflect critically on their teaching to continue to grow and learn about self, their students and the teaching profession.  Brookfield (1995) believes many teachers fail to reflect critically on their teaching practices, not because of a lack of sincerity or a strong sense of purpose, but because they fail to fully understand the effect of their actions on their students.  Critically reflective teachers regularly inquire into how students are perceiving the learning environment (Brookfield, 1995). 

PEP Enabling Students to Meet World Class Standards.  Wisconsin Model Academic Standards, which align with discipline-specific national standards, form a framework for content and pedagogical study within each certification area in UWSP Professional Education Programs.  These standards are used in the creation of classroom lesson plans, consideration of appropriate learning strategies, examination of current discipline-specific research and practicum and student teaching experiences.  See http://www.dpi.state.wi.us/dpi/dlsis/tel/index.html

PEP Using Advanced Concepts of Technology.  Understanding the most effective use of distance education continues to evolve with its on-going usage. Many schools currently are using technology as an aide to accomplishing traditional prescriptive approaches.  As we progress toward maturity with these new tools, a more constructivist approach involving collaboration, authentic methodologies and the development of higher level thinking skill development and problem solving is emerging through careful attention to broad ranging assessment technique.   Researchers such as Hawkes (1996), Rowland et. al.(1996) emphasize the evaluation of program components by the faculty and students in order to determine further refinement and development.  Therefore, the Professional Education Program makes alterations to their courses using varying distance education technologies.

Vision of the Professional Engaging in Life-long Learning, Professional Development and Personal Growth Every person is a product of his/her life experiences.  These life experiences play heavily in shaping and determining an individual style of teaching.  Developmental psychology, cognitive psychology and motivation research have been examined to better understand forces that shape development of a preferred style of teaching (Bain, 1998; Shrank, 1998).  Not surprisingly, professional development training and practices are more beneficial for people with a high self-esteem (Riordan, 1993; Lindley, 1993; Kalivoda, 1995; and Showers, Joyce and Bennett, 1987).  In many cases, much of what we learn is incidental through either observation and/or trial and error, making it difficult to describe, understand and/or appreciate (Marsick & Watkins, 1990). 

A great deal of research has been done to better understand conditions essential for the successful implementation of any professional development plan or strategy for improvement of teaching practices.  (Borko & Putnam, 1995; Hargreaves & Dawes, 1989; Kahn, 1993; Eraut, 1994; Schon, 1983, 1987; Brookfield, 1995; Shulman, 1993; Smylie, 1995; Guskey, 1995; Harnish & Wild, 1994; Quinlan, 1995; Zeichner, 1993.)

WISCONSIN TEACHING STANDARDS

 1. The teacher understands the central concepts, tools of inquiry, and structures of the disciplines he or she teaches and can create learning experiences that make these aspects of subject matter meaningful for pupils.

            (NOTE:   See Wisconsin DPI Content Guidelines for each certification program for Knowledge, Skills and Dispositions related to subject knowledge.  Web-site:  http://www.uwsp.edu/education

2. The teacher understands how children with broad ranges of ability learn and provides instruction that supports their intellectual, social and personal development.

Knowledge:

Teacher candidate describes theoretical frameworks for understanding and identifying patterns of intellectual, social and personal development.

Skills:

Teacher candidate plans learning experiences that consider patterns of pupils’ individual and group development.
Dispositions:

Teacher candidate values, accepts, and honors diverse personalities, abilities, socio-economic, cultural/religious, and gender differences.

3. The teacher understands how pupils differ in their approaches to learning and the barriers that impede learning and can adapt instruction to meet the diverse needs of pupils, including those with disabilities and exceptionalities.

Knowledge:

Teacher candidate identifies a variety of learning approaches for pupils with diverse needs.

Skills:

Teacher candidate designs, selects and implements instructional strategies to accommodate specific pupil needs.

Dispositions:

Teacher candidate believes all pupils can learn.

4.  The teacher understands and uses a variety of instructional strategies, including the use of technology to encourage children’s development of critical thinking, problem solving, and performance skills.

Knowledge:

Teacher candidate defines and applies elements in critical thinking, problem solving, and performance.

Teacher candidate identifies various instructional strategies appropriate to his/her discipline and instructional context.

Skills:

Teacher candidate selects appropriate instructional strategies to meet curricular goals and pupils’ needs.

Teacher candidate appropriately utilizes technology in his/her instruction.

Teacher candidate effectively incorporates a variety of learning strategies to support performance skills, problem solving and critical thinking.

       Dispositions:

Teacher candidate values a wide range of strategies for meeting instructional goals and needs of pupils.

Teacher appreciates the importance of using a variety of classroom techniques to encourage pupils to think critically and deeply.

5.  The teacher uses an understanding of individual and group motivation and behavior to create a learning environment that encourages positive social interaction, active engagement in learning, and self-motivation.

Knowledge:

Teacher candidate describes the influence of the learning environment to pupil achievement.

Teacher candidate identifies developmental influences and differences among pupils.

Teacher candidate identifies techniques and pedagogical practices to accommodate learner differences.

Teacher candidate describes the principles of effective group structure and dynamics.

Skills:

Teacher candidate creates a learning environment that supports social interaction, active engagement, and pupil achievement.

Teacher candidate creates materials to accommodate diverse learning needs.

Teacher candidate demonstrates effective group facilitation.

Teacher candidate varies tempo and pacing of instruction.

Dispositions:

Teacher candidate values teaching as a craft.

Teacher candidate appreciates change, modifications and adaptations.

 6. The teacher uses effective verbal and nonverbal communication techniques as well as instructional media and technology to foster active inquiry, collaboration and supportive interaction in the classroom.

Knowledge:

Teacher candidate identifies instructional media to foster an interactive classroom.

Teacher candidate describes strategies that create a supportive environment.

Skills:

Teacher candidate demonstrates ability to foster a respectful, safe, supportive instructional environment.

Teacher candidate creates classroom activities that support discussions, open-ended questions, collaboration, communication and active inquiry.

Teacher candidate uses a variety of instructional techniques, media and technology to foster and support discovery/authentic learning.

Dispositions:

Teacher candidate values the importance and role of collaborative and interactive learning.

Teacher values the importance of verbal and non-verbal communication in establishing an interactive classroom.

Teacher candidate realizes that, as a teacher, listening is often more important than speaking.

 7. The teacher organizes and plans systematic instruction based upon knowledge of subject matter, pupils, the community and curriculum goals.

Knowledge:

Teacher candidate identifies the Wisconsin Model Academic Standards.

Skills:

Teacher candidate integrates trends and research that impact curriculum reform into instructional design.

Teacher candidate writes lessons that align with the Wisconsin Model Academic Standards.

Teacher candidate designs instruction consistent with the nature of the specific discipline.

Dispositions:

Teacher candidate values the importance of building school and community collaborations.

Teacher candidate appreciates student interests and parental and community values and concerns.

 8. The teacher understands and uses formal and informal assessment strategies to evaluate and ensure the continuous intellectual, social, and physical development of the pupil.

Knowledge:

Teacher candidate identifies a variety of formal and informal assessment strategies.

Teacher candidate describes and explains how assessment is effectively used to monitor pupil progress and instruction.

Skills:

Teacher candidate creates and uses both formal and informal assessments.

Teacher candidate creates assessment criteria for evaluating knowledge and performance.

Teacher candidate interprets data for use in decision-making about instruction and pupil learning.

Teacher candidate creates, utilizes, explains and modifies assessment measures such as: checklists, rubrics, performance tasks, problem solving exercises and simulations.

Dispositions:

Teacher candidate appreciates the need for continuous, on-going assessment to modify instruction to meet pupil needs.

 9. The teacher is a reflective practitioner who continually evaluates the effect of his or her choices and actions on pupils, parents, professionals in the learning community and others and who actively seeks out opportunities to grow professionally.

Knowledge:

Teacher candidate explains the impact of his/her choices, beliefs and actions on pupils.

Teacher candidate identifies resources for professional development in the school, community and beyond.

Skills:

Teacher candidate critically evaluates lessons and make necessary adjustments.

Teacher candidate critiques and modifies teaching based on reflections.

Teacher candidate identifies personal and professional strengths and builds on them.

       Dispositions:

Teacher candidate appreciates the importance of reflection to improve the teaching and instructional environment.

Teacher candidate values professional growth and development.

Teacher candidate values and seeks advice and direction of others.

 10. The teacher fosters relationships with school colleagues, parents, and agencies in the larger community to support pupil learning and well being and who acts with integrity, fairness and in an ethical manner.

Knowledge:

Teacher candidate describes the importance of the community’s political structure or climate.

Teacher candidate identifies the impact of home and community on pupil learning and performance.

Teacher candidate identifies relevant community resources, agencies and issues.

Skills:

Teacher candidate examines the relationship between community characteristics and the functioning of the school.

Teacher candidate develops positive relationships with students, parents, colleagues and community members.

Dispositions:

Teacher candidate views the school within its larger community context.

Teacher candidate understands the importance of building effective relationships within the community.

Teacher candidate honors his/her position as a role model.

Teacher candidate values behaving with integrity, fairness and in an ethical manner.

Teacher candidate values and seeks positive relationships with the community.

 OVERARCHING ASSESSMENT PLAN

REFERENCES

Rich Multicultural Experiences

Banks, J.A. (1995) Multicultural Education: Historical Development, Dimensions, and Practice, Pp. 3-24 In Handbook of Research on Multicultural Education. Banks J.A. (ed.) Macmillan, New York.

Lynch, E. W., & Hanson, M. J. (1998).  Developing cross-cultural competence: A guide for working with children and their families. Baltimore: Paul H. Brookes. 

Experimentation Within Classrooms

Astin, A. (1985). Involvement: the cornerstone of excellence. Change, 17 (4) 35-39.

Bonwell, C.C. & Eison, J.A. (1991). Active learning: Creating excitement in the classroom. ASHE-ERIC Higher Education Report #1, Washington D.C.

Gerlach, J.M. (1994). Is this collaboration? New Directions for teaching and Learning #59. San Francisco: Jossey-bass, Inc.

Kurfiss, J. (1987). Critical thinking. ASHE-ERIC Higher Education Report #1. Washington, D.C. p.88-97.

McKeachie, W. (1986).  Teaching Tips, 8th edition.  Lexington, MA: Heath & Co.

Pascarella, E. T., & Terenzini, P. T. (1991).  How College Effects Students.  San Francisco, Jossey-Bass.

Penrose, A.M. (1992). To write or not to write: Effects of task and task interpretation on learning through writing. Written Communication, 9, 465-500.

Smith, B. & MacGregor, J. (1992). What is collaborative learning? In A. Goodsell and others (eds), Collaborative Learning: A Sourcebook for Higher Education. University Park, PA: National Center on Postsecondary Teaching and Learning Assessment.

Smith, K.A. (1985). Cooperative learning groups. N S. Schomberg (Ed.) Strategies for Active Teaching and Learning in University Classrooms, Minneapolis: University of Minnesota.

Sound Understanding of Educational Pedagogy

American Association of Higher Education, (April, 1996). What Research Says About Improving Undergraduate Education 5-8.

Bain, K. (1998). What Do the Best Teachers Do? Searle Center for Teaching Excellence, Northwestern University. Evanston, Illinois.

Borko, H. & Putnam, R. T. (1995).  Expanding a teacher’s knowledge base: A cognitive psychological perspective on professional development. In T. R. Guskey & M. Huberman (Eds.) Professional Development in Education. New York: Teachers College Press.

Cerbin, W. (1995). Teaching Students to Use Their Minds Well: The Nature of Thoughtful Learning. Paper presented at the UW System Faculty College, Marinette, WI.

Chickering, A.W. & Gamson, Z. F. (March, 1987). Seven principles for good practice in undergraduate education. AAHE Bulletin.

Chickering, A.W. & Gamson, Z. F. (1991). Applying the seven principles for good practice in undergraduate education. New Directions For Teaching and Learning 47, San Francisco: Jossey-Bass.

Dewey, J. (1902). The Child and the Curriculum: the School and Society, Chicago: University of Chicago Press.

Drummond, T. (1997). A brief summary of the best practice in college teaching, Prodigy: Web Browser (http:/nssux.sccd.ctc.edu/~eceprog/bstprac.html).

Guskey, T. R. (1995). Professional development in education. In T. R. Guskey and M. Huberman (Eds.), Professional Development in Education, New York: Teacher College Press.

Hargreaves, A. & Dawe, R. (1989). Paths of professional development: Contrived collegiality, collaborative culture, and the case of peer coaching.  Teaching and Teacher Education, 6 (3),  227-241.

Harnish, D. & Wild, L. A. (1994). Mentoring strategies for faculty development. Studies in Higher Education 19, (2), 191-201.

Hawkes, Mark (1996). Evaluating School-Based Distance Education Programs: Some Thoughts about Methods. v80 n582 26-33 Oct 1996

Kahn, S. (1993). Better teaching through better evaluation: A guide for faculty and institutions. To Improve the Academy 12, 111-126.

Kalivoda, P. (Winter,1995). Exemplary senior faculty at research universities: Their guiding principles for balancing teaching and research. Innovative Higher Education, 20 (2), 95-116.

Light, R. (1992).  The Harvard assessment seminars: Second report.  Cambridge, Mass: The Harvard University School of Education.

Lindley, D. A. (1993).  This Rough Magic: The Life of Teaching. Westport, CT: Bergin & Garvey.

Marsik, V. J, Watkins, K.E., Informal and incidental learning in the workplace. London; New York: Routledge, 1990.

Quinlan, K. M. (1995).  Faculty perspectives on peer review.  The NEA Higher Education Journal 11,  5-22.

Riordan, T. (1993). Beyond the debate: The nature of teaching. Paper presented at Alverno College, March, 1993.

Rowlands, Mark; And Others (1996). A Case Study of Students Teachers’ Science Placements. Assessment & Evaluation in Higher Education v21 n1 91-98 Mar 1996

Showers, B., Joyce, B., & Bennett, B. (1987, November). Synthesis of research on staff development: A framework for future study and a state-of-the-art analysis. Educational Leadership, 75-87.

Shrank, R. (1998). How do people learn? Paper presented at the Searle Center for Teaching Excellence, Northwestern University, June.

Shulman, L.S. (1993, November/December). Teaching as community property. Change, 25, 6-7.

Smylie, M. A., (1995).  Teacher learning in the workplace. In T. R. Guskey and M. Huberman (Eds.), Professional Development in Education, New York; Teachers College Press.

Zeichner, K. M. & Gore, J. M. (1990). Teacher socialization.  In N. Brouwer (Ed.) Participants in Teacher Education. New York: Teachers College Press

Reflective Practitioners

Brookfield. S.D. (1995). Becoming a Critically Reflective Teacher. San Francisco: Jossey-Bass.

Schon, D.A. (1983). The Reflective Practitioner: How Professionals Think in Action. New York: Basic Books.

Schon, D.A. (1987). Educating the Reflective Practitioner: Towards a New Design fir Teaching and Learning in the Professions. San Francisco, Jossey-Bass.

Capable of Assuming the Roles of Leadership

Eraut, M. (1994). Developing Professional Knowledge and Competence. Bristol, PA, the Falmer Press.