Mission Statement: The Teacher Education Program (TEP) at Carroll University develops professional educators who use their knowledge, skills, and dispositions to serve diverse communities of learners. Our program fosters in candidates a commitment to the understanding that all children, adolescents, and adults can learn, and we further encourage our candidates to dedicate themselves to be advocates for learning. Using developmentally appropriate and educationally effective approaches and guided by state and national standards, our candidates create environments that prepare learners to contribute to a democratic and equitable society in an increasingly interdependent and global world.
Throughout the Teacher Education Program, candidates develop the essential knowledge, skills, and dispositions as described in the Interstate Teacher Assessment and Support Consortium (InTASC) Model Core Teaching Standards (CCSSO, 2011). These standards are used as a resource when reflecting upon teaching practice, professional growth, and when constructing program portfolios. Students are expected to demonstrate proficiency in the following teaching standards:
• Learner development• Learning differences• Learning environments• Content knowledge• Application of content• Assessment• Planning for instruction• Instructional strategies• Professional learning and ethical practice• Leadership and collaboration
Furthermore, the Department of Education at Carroll University strives to model and facilitate the development of dispositions that will help candidates transform from their previous role as students in yesterday’s classrooms to tomorrow’s educational leaders. Four dispositions that are integral to preparing candidates to be excellent educators and collaborative colleagues include: Constructivist Perspective; Critical Consciousness; Educational Advocacy; and, Professional Integrity.
The Wisconsin Department of Public Instruction (DPI) approves the Teacher Education Program at Carroll. Because the DPI may revise its requirements for teacher licensing at any time, the Teacher Education Programs are subject to change. Students must maintain contact with their education mentor and advisor to learn about changes related to licensure requirements.
The Wisconsin Department of Public Instruction requires all teacher education students in the state of Wisconsin to meet certain standards to be admitted and retained in a TEP and to be admitted to a student teaching semester. Admission to the Carroll University TEP requires formal application by all students seeking licensure. Full-time Carroll undergraduate students are encouraged to apply in the spring of their sophomore year. All other students should apply as soon as they have completed 40 credits, including at least 12 credits in Carroll University courses. An appointment should be made with an Education advisor/mentor to obtain information regarding policies and procedures for the application process. Students are cautioned that early application to the program and careful planning are necessary to avoid additional semesters or summer course work to finish the program.
1 Admission, retention and student teaching requirements are summarized here. The Teacher Education Handbook, available from the Education Program Information MyGroups page or the Education Office, contains all specific requirements.
To be eligible for program admission, students need to have completed at least 40 undergraduate credits with a minimum grade point average of 2.75. Students will need 150 hours of interaction with children as well as a grade of C or better in all education major and minor courses, English 170, and CCS 100 or COM 101 or equivalent. Students also need to have completed the CORE or PPST skills test in mathematics, reading, and writing with passing scores in all three areas. Students with a qualifying ACT/SAT/GRE score are not required to take the CORE/PPST exam. Students submit their Phase I portfolio to provide initial evidence of their development as a teacher and learner. Students are admitted to the TEP before enrolling in upper-level 300-level education courses. Students who leave the University for one year or more are required to reapply for admission to the TEP. The criteria for re-admission will be those in effect at the time of reapplication. Application deadlines are September 25 or January 25 each year. A small percentage of students may be admitted to the program on exception if they meet all other criteria and meet either the GPA or the testing requirement.
Students who have already completed a bachelor’s degree and who are attending Carroll only for teacher certification may obtain a waiver from the CORE/PPST, provided their cumulative undergraduate grade point average is 2.75 or above. The course requirements for Wisconsin teaching licensure are the same, but transfer and prior course work are evaluated and considered in the overall plan for certification. Elementary education majors are required to successfully complete the Foundations of Reading Test prior to application to student teach. All students are required to successfully complete the PRAXIS II Content Exam(s) for their certification area(s) prior to application to student teach. Students completing majors or minors for licensure in Modern Languages must successfully complete the ACTFL Language Exam prior to application to student teach.
Students not admitted to the Teacher Education Program on their first attempt are eligible to reapply. If students are denied on their second application, however, they may not reapply to the Teacher Education Program. Students who are unsuccessful in admission to the TEP have access to alternative career counseling through their Education advisor/mentor and Career Services.
Students who plan to enter and complete the TEP are expected to demonstrate appropriate ethical and professional behavior throughout their university years, and particularly during their course work, fieldwork, and other professional experiences in education. A pattern of ethical lapses may affect admission to or retention in the TEP in respective stages. In their Phase I portfolios, submitted upon application to enter the TEP, students are asked to demonstrate evidence of their existing commitments to the field of education.
This is accomplished, in part, by documenting high school and/or university experiences with children prior to entering the TEP. One hundred fifty clock hours of involvement are required. Experiences may include teaching, coaching, tutoring, or other forms of educational service to children or to schools. Volunteer and service work that is done to benefit children is also considered evidence of existing commitment. The TEP Handbook contains further information on this requirement and its documentation.
All students are expected to:• Engage in formal or informal experiences, service work with children or in schools prior to applying to the TEP• Present all required program application materials by established deadlines• Submit satisfactory Phase I, Phase II and edTPA portfolios, each with a maximum of one revision• Submit qualifying ACT/SAT/GRE scores or pass each segment of the CORE/PPST on either the first or the second attempt (subsequent attempts are at the student's option)• Complete EDU 210 and EDU 311or EDU312 with an overall maximum of one unsatisfactory experience• Undergo a background and criminal history check in EDU 100/EDU 102, when applying to the Teacher Education Program, and when applying to Student Teach• Demonstrate punctuality, dependability, and professional integrity in the completion of courses and course assignments, and in all field placements. Note: Students should be aware that deadlines for field experience forms and TB test results occur the semester prior to placement/enrollment: Fall enrollment – May 15, Winter Session Enrollment – November 15, Spring Enrollment – December 15, Summer I Enrollment – March 30.• Follow university rules pertaining to social conduct, classroom conduct, and academic integrity• Maintain ethical, professional, and respectful behavior in all contacts with school children, school personnel, university peers and faculty, and professional colleagues
Students who are denied admission to, or continuation in, any part of the TEP have the right of appeal, using the grade appeal procedure contained in the Student Handbook. All students who are unsuccessful in the TEP have access to alternative career counseling through their Education advisor/mentor and through Career Services.
The TEP requires that students demonstrate knowledge, skills and dispositions toward teaching. All Elementary Education major and Secondary Education minor course work must be completed with a grade of C or better. In addition to a minimum overall GPA of 2.75, students must demonstrate professional behavior throughout their university years. Reference to these criteria can be found in the Teacher Education Handbook. The Education Department reserves the right to counsel students out of the program when appropriate.
Admission to the student teaching semester requires a grade of C or better in all Education major and minor courses and a minimum overall GPA of 3.0 or a combined 3.0 in the major and the DPI-Approved Teaching Minor. All students are required to successfully complete the PRAXIS II Content Exam for their certification area(s), and students with Modern Language majors or minors must complete the ACTFL Language Exam prior to application to student teach. All Elementary Education majors seeking licensure are required to successfully complete the Foundations of Reading Test. Students applying for student teaching must submit their Phase II portfolio. Application deadlines are August 25 or January 25 each year. Those students who are not accepted into student teaching have the option to complete a degree in Educational Studies. No teaching license is granted with this major.
The student teaching semester is a full-time, 18-20 week semester-length experience, which follows the semester calendar used by the school in which the student is placed. School calendars are frequently very different from the university calendar. Fall student teachers may begin as early as mid-August, and finish their placement in late January. These students will receive their degrees when student teaching is completed and participate in the commencement ceremony in May following the student teaching semester. Seniors who student teach in the spring may participate in the commencement ceremony in May and receive their diplomas when student teaching is completed. Students who complete their student teaching during the spring semester are required to teach into June to be recommended for a Wisconsin teaching license.
One K-12 semester in the senior year must be reserved solely for student teaching. All required coursework for the major and minor must be completed prior to student teaching. No other courses may be taken during any part of the student teaching semester. The Education Placement Coordinator arranges student teaching assignments in schools within approximately a 30 mile radius of the campus. Students must provide their own transportation to the placement site(s). During the student teaching semester, candidates will complete the edTPA performance based assessment required for licensure in the state of Wisconsin. Candidates must submit an edTPA portfolio for external review and receive a passing score (which is set by the Wisconsin DPI) in order to qualify for licensure.
Due to the complexities of both university and state requirements, students need to meet with an Education advisor very early in their university programs in order to develop a workable program plan of coursework. Carroll University TEPs may be completed in four years only with very careful and early planning. Winter and/or summer attendance may be necessary. Because education students engage in significant amounts of fieldwork in conjunction with the coursework in education, the planning process is also extremely important to permit scheduling of fieldwork. Students need to maintain continual contact with an Education advisor/mentor in order to update their plans and to ensure that any changes in the DPI requirements are incorporated into the student’s program.To obtain a Wisconsin teaching license, students must meet all applicable DPI requirements, including any new requirements, which may be introduced by the DPI while the student is enrolled in a Carroll University program. Any substitutions of courses or variations in a student’s program must be approved by the Registrar and by the Department Chair to assure eligibility for a teaching license. Students must complete all TEP requirements and all university degree requirements to receive any teaching license.
Students may complete coursework leading to a Carroll University degree and to a Wisconsin license in any of the following areas:
Students major in Elementary Education and minor in Early Childhood Education. This minor, combined with successful completion of placements in both early childhood and elementary settings, permits students to earn a license to teach in pre-kindergarten through approximately grades five/six.
The Education Department offers dual licensure programs in Elementary Education and Special Education. Candidates may earn Dual Certification in Early Childhood-Middle Childhood Education (#71/777; birth through age 11; PK-approximately grades 5/6) and Early Childhood Special Education (#809; birth through age 8; PK-approximately grade 3).
Students major in Elementary Education and extend their license to include the middle-school level (#72/777; grades 1-8). This extension requires completion of a DPI-Approved Teaching Minor in French, German, health, language arts, mathematics, science, social studies, or Spanish. In addition to the PRAXIS II Middle School Content Knowledge Exam, students seeking certification in Health Education must successfully complete the Praxis II Content test in Health. Those completing minors in International Language must successfully complete the ACTFL Language Exam. The extended license also requires successful completion of placements in both elementary and middle school settings.
The Education Department offers dual licensure programs in Elementary Education and Special Education. Candidates may earn Dual Certification in Elementary Regular Education (#72/777; grades 1-8) and Cross-Categorical Special Education (#801; grades 1-8).
Students who wish to earn a license in early adolescence through adolescence complete the minor in Secondary Education and an approved major in another Carroll University program. They are placed at both middle and high school sites throughout their clinical experiences. Currently, approved majors for secondary licensure are available in biology, chemistry, English, environmental science, and mathematics. Students majoring in a science area are encouraged to complete the additional course-work required to earn the Broad Field Science license. There are also approved majors in history, politics, psychology, and sociology, and students earning majors in these areas are urged to complete the additional coursework required to earn the Broad Field Social Studies license, which will significantly improve their hiring potential upon graduation. See your Education advisor for additional information regarding the Broad Field Science and Broad Field Social Studies licenses.The Early Adolescence through Adolescence level license allows students to teach secondary school subjects in their approved major after successful completion of student teaching. Students may extend the subject areas they are licensed to teach by completing one or more DPI-Approved secondary education teaching minors. (See available DPI Minors - Secondary). Those in Broad Field Areas may also complete approved concentration areas. In addition, students seeking additional licenses will need to successfully complete the PRAXIS II Content Knowledge or ACTFL Language Exam in the teaching area prior to application to student teach.
Licensure in any of these areas require completion of the Secondary Education minor and an approved major in Spanish, art, music, or physical and health education. Successfully completed placements in both elementary and secondary school settings are required throughout their clinical experiences.
Students who wish to earn an additional license in adaptive education complete the initial requirements in their major/minor certification areas and the DPI-Approved minor in Adaptive Education. This additional license better prepares the student to meet the diverse needs of all students within the general education classroom.
The requirements for the Bachelor of Science Degree in Elementary Education are:
CMP112, MAT104 and MAT201
For a complete list of CCD courses, click here.
*Students should consult with their Education advisor to select courses that meet the GE1 and GE 2 course sequence requirements, the Cross-Cultural Development course and Cross-Cultural Experience.
Elementary Education candidates enroll in POL 141
Education candidates are required to fulfill a fine arts requirement. Completing the Gen Ed F1 course meets this competency.
Education candidates must fulfill biological and physical sciences competency requirement. This includes completing a lab science course. ENV 120 meets these requirements. Students who complete a biological or physical lab science course can enroll in the 2-credit ENV 252 to meet the DPI requirement.
Education candidates are required to take a Literature course to demonstrate competency in literature. Course descriptions will be reviewed to determine whether courses meet the literature support course requirement.
Education students will fulfill the western and nonwestern support course requirement by completing one General Education Course with a Cross Cultural Development designation and completing EDU 202.
Coursework transferred from other institutions to fulfill support course requirements will be subject to review by the Department of Education.
The Educational Studies major provides students with a foundation in preparation for possible education-related careers outside of the field of traditional K-12 classrooms. Through course selection and possible minors, students design a focus relative to their career interests. This non-licensure major is also appropriate for those who desire an educational foundation to supplement their graduate majors or other professional fields of study.
Students in this major complete all Education Foundation coursework. (EDU 102, EDU 202, EDU 203, EDU210, EDU 261, EDU 270, EDU 301, EDU 360)
Additional requirements for Educational Studies include:• EDU 391,• EDU 400, Principles, Theory and Practice in Elementary Educational Studies,
• Education elective (consider 32 Education credits must be completed)
The Educational Studies major culminates with a self-selected experience involving a research-based project connecting the Education Program's Guiding Principles with experiences in an education-related field.
ELEMENTARY EDUCATION AND SPECIAL EDUCATION DUAL CERTIFICATION
The Teacher Education Program offers Elementary and Special Education with two certification tracks: 1) Special Education/Early Childhood (EC-MC), and 2) Special Education/Elementary Education (MC-EA). The program focuses on research-based models, including effective strategies and interventions to meet the academic, social and emotional needs of all students.
Elementary Education Major – Special Education Emphasis – Dual Certification in Elementary Regular Education (#777) and Early Childhood Special Education (#809) and Dual Certification in Elementary Regular Education (#777) and Cross-Categorical Special Education (#801)
A student majoring in Elementary Education must complete one of the elementary minors listed below.
Caution: The course requirements in most elementary DPI-Approved teaching minors are different from those listed in the catalog for Carroll University minors in the same areas. Therefore, students are strongly advised to obtain information on course requirements in DPI minors from www.carrollu.edu/programs/education or the Education Office.
The DPI teaching minors certify the Elementary Education Major to teach either at the early childhood through middle childhood level (ages birth through 11) or at the middle childhood through early adolescence level (ages 6 through 12 or 13):
Early Childhood Education Teaching license includes: early childhood through middle childhood level
The following minors license students to teach at the middle childhood through early adolescence level (the student teaching semester must include placement at both the elementary and middle school levels to complete eligibility for the license):Language Arts Mathematics ScienceSocial Studies
The following licenses require successful completion of the ACTFL Language Exam in addition to the PRAXIS II Middle School Content Knowledge Exam.French German Spanish
Students completing a minor in Health Education must successfully complete the Praxis II Content Exam in Health along with the PRAXIS II Test in Middle School Content Knowledge.
The Adaptive Education Minor prepares a student for an additional license to meet the diverse needs of all students within the general education classroom. This minor is in addition to the first license and at this time does not require an additional PRAXIS II Content Knowledge Exam.
Students who complete coursework for the Elementary Education Major elect the Early Childhood Education Minor to be licensed to teach pre-kindergarten through grade 6 (early childhood through middle childhood level).
Students complete the Secondary Education Minor and one of the approved majors listed for licensure in the early adolescence through adolescence level. This qualifies the student to teach school subjects related to their major in grades 6 to 12 (early adolescence through adolescence level-approximate ages of 10 through 21). Students who complete the Secondary Education Minor with an approved major in art, music, physical and health education, theatre arts, or Spanish and who have placements in both elementary and secondary school settings during the student teaching semester are eligible for licensure in their subject area in pre-kindergarten through grade 12 (early childhood through adolescence level - a wide range of all ages in public schools).
EDU270, Using Data and Assessment for Planning, Instruction, and Learning (2 hours) is recommended.
Students should consult with their Education advisor to select courses that meet the GE1 and GE 2 course sequence requirements, the Cross-Cultural Development course and Cross-Cultural Experience. Distribution courses are determined by the student's major area; however, additional courses in Distribution Areas may need to be completed to fulfill DPI requirements.
Education candidates are required to fulfill a Western and non-Western competency requirement. Taking a CCD course in the General Education program and successful completion of EDU 202 meets this requirement.
Students can increase the number of subject areas in which they are licensed and enhance their employment prospects by completing either an additional DPI-approved secondary minor or a set of approved courses, which lead to a DPI Broad Field License. Broad Field licensure is available in either social studies or science. The course requirements for broad field licensure are available from the Education office.
Caution: Since many secondary DPI-approved teaching minors must be matched with particular Carroll University majors, students should also contact the Education faculty for advice regarding selection of teaching minors and course requirements. Students majoring or minoring in any natural science subject, or in any social science subject, which they intend to teach, must take ENV 120. Students seeking licensure in a minor must also successfully complete the PRAXIS II Content Knowledge Exam or ACTFL Language Test for that area prior to application to student teach.
DPI-approved secondary minors may be chosen from those listed below:
1 The courses required in these DPI-approved teaching minors are not listed in this catalog. See the Education office for current lists of course requirements
Any education course taken more than seven years prior to enrollment at Carroll University will be subject to the approval of the department chair.