To be eligible for Introduction to Education & Teaching, the student must meet the following criteria:
1. A grade point average of 2.75 on a minimum of 12 credits OR have earned a bachelor's degree.
2. Passing scores on two out of the three parts of the Pre-Professional Skills Test (PPST).
Introduction to Education & Teaching is required of students seeking licensure at UW-Whitewater. It involves a minimum of 50 clock hours in a school setting. These hours partially fulfill the Wisconsin Department of Public Instruction requirement for pre-clinical experiences and human relations.
1. Class meetings explore topics related to learners, classroom settings, and teaching.
2. The Introduction to Education & Teaching or Project STREAM experience is an assignment for a full day each week during eight weeks.
3. The Wisconsin Department of Public Instruction's requirement for this pre-clinical experience does not specify that it must be in the student's licensure grade level or content area. However, students seeking special education licensure are required to be placed in a regular education (or inclusion) setting, not a special education setting, for this experience.
4. Transportation to assigned sites is arranged through the Office of Field Experiences and paid for through a transportation fee charged to students. In some cases, the students are permitted to transport themselves, in which case the transportation fee is refunded to their student account.
5. Foundations Block faculty serve as university supervisors for the students' pre-clinical experience in cooperating schools with regular visits to school sites.
6. The cooperating teacher(s) complete an evaluation of the student. The university supervisor will provide the form. (See Appendix B.)
Human Relations Requirement
UW-Whitewater students seeking initial licensure in the State of Wisconsin must meet the Wisconsin Department of Public Instruction's human relations requirement by
1. obtaining a grade of C or above in Foundations of Education in a Pluralistic Society (EDFOUND 234) or an alternative course approved by the Director of Field Experiences,
2. completing "a minimum of 50 documented clock hours of direct involvement with adult and pupil members of a group whose background the student does not share . . . and with disabled persons; and with various socioeconomic groups, including low income" [PI 4.11(8)] as part of the Foundations Block or as otherwise approved by the Director of Field Experiences, and
3. demonstrating competency in "resolving conflicts between pupils and between pupils and school staff . . . methods of resolving conflicts . . . including training in the use of peer mediation . . . dealing with crises, including violent, disruptive, potentially violent or potentially disruptive situations" [PI 4.11(2)] through successful completion of one or more courses that are included in program requirements.
Students will not be approved for graduation if the human relations requirement is unmet.
Role of the Student
The five major purposes identified below will provide focus for the Foundations Block field experience. Students will be expected to:
1. Transfer information gained in related block course work to on-site school assignments.
2. Gain skill in using systematic observational tools to analyze classroom dynamics.
3. Integrate analysis and practice in classrooms with diverse populations by reflectively processing the field site experiences.
4. Fulfill the Wisconsin Department of Public Instruction human relations requirement for direct involvement.
5. Consider the suitability of career choice.
Introduction to Education & Teaching students should seek opportunities to participate. Suggestions for activities are to be found on page 15 in this handbook. The student and the cooperating teacher are encouraged to identify other appropriate activities.
Role of the Cooperating Teacher
Students are at the beginning of their teacher education program. The Foundations Block field experience is intended to be exploratory as well as instructive. The faculty of UW-Whitewater recognize that individuals and individual situations vary and that the cooperating teacher is the final judge as to the appropriateness of each student's participation.
Specific activities are suggested on page 15. These recommendations
should be viewed as guidelines, not requirements. As a professional, the cooperating teacher has discretion in the choice of these or alternative activities. University supervisors will be glad to discuss any questions or concerns that the cooperating teacher may have regarding appropriate activities.
The cooperating teacher will complete a brief evaluation form and share it with the student. Both the cooperating teacher and the student will sign the form. The university supervisor is responsible for submitting this form to the Office of Field Experiences where it becomes part of the student's file. (See Appendix B.)
Role of the University Supervisor
The university supervisor provides communication between the university and the cooperating schools and teachers. It is the university supervisor's responsibility to clarify for the cooperating teacher the Foundations Block field program, any changes which might occur, and the philosophy of the university concerning pre-clinical experiences. In addition, the university supervisor shares suggestions from administrators and cooperating teachers with university personnel. The university supervisor's role includes contacts with cooperating teachers and other school personnel and, when appropriate, direct supervision of the student. Each university supervisor meets with Foundations Block field experience students regularly in a seminar setting to discuss experiences and clarify perceptions.
UNIVERSITY/PROJECT STREAM PARTNERSHIP
Some secondary students may be assigned to the University/STREAM Partnership Program as a means of meeting the pre-clinical and human relations requirements within the Foundations Block. These students register for the same three courses as other secondary students in the Foundations Block, but all are assigned to the same sections of the three block courses: Foundations of Education in a Pluralistic Society, Educational Psychology, and Introduction to Education & Teaching.
The Partnership pairs a university student with a middle school or high school STREAM student for at least part of the Introduction to Education & Teaching experience. STREAM students are minority students involved in Project STREAM, a long-term, university-school district project devoted to the support and advancement of minority students with strong potential for higher education. Students are identified in middle school and participate in the program during middle and senior high school. The Partnership helps promote STREAM goals of promoting student academic success, developing career awareness, and enhancing student orientation toward higher education. At the same time it allows education students to observe multiple educational experiences for a student.
In the Partnership, university students establish a "big brother/big sister" type of relationship with their middle/high school partner. During the weekly trips to their assigned schools, university students shadow their partner. This provides the student-oriented, in-school experience for education majors and allows them an opportunity to gain a personal view of the students' school experience as well as insights into the obstacles inner-city or rural students of color may face in reaching their potential. While most of the in-school day is spent with a partner, UW-Whitewater students have the option of spending some time with a teacher who instructs in their major or minor area of study. In each participating school, a liaison--often a counselor or curriculum director--helps in planning and organizing the Partnership.
On one of the Partnership days, the middle/high school students visit the UW-Whitewater campus where they have the opportunity to find out more about a university. They may visit classes, talk with university students and faculty, or participate in special activities planned for them by their university partner. The trip is supported by Project STREAM and UW-Whitewater.
Suggested Activities for Education Students in the Partnership Program
1. Shadow student partner.
2. Establish positive interpersonal interactions with partner.
3. Establish positive interactions with school personnel involved in the Partnership.
4. Observe a variety of classroom instructional strategies and managerial techniques.
5. Participate in seminar sessions with other Partnership students, sharing and reflecting upon observations.
6. Help middle school partners develop a positive orientation toward higher education and a better understanding of what is necessary to achieve that possibility.
Secondary: Some university Partnership students may be asked by participating teachers to assist with the following activities:
1. Offer individualized instruction to partner and/or other students.
2. Provide small group instruction.
3. Assist with whole group instruction.
4. Prepare materials at the direction of teachers.
5. Correct/record student work.
6. Distribute classroom materials.
7. Help supervise field trips or special events that are part of the school experience.
8. Support classroom and school rules.
Role of the University Student
Six major purposes provide focus for this pre-clinical experience.
1. Develop a sensitivity to the organization of a school and to teaching/learning interactions from the viewpoint of students.
2. Observe the developmental levels of students.
3. Observe the interactions among students, and teachers and students.
4. Consider how social, economic, intellectual, and cultural background may impact on students' educational experiences.
5. Participate in all reasonable ways to help the student partner and/or the school improve the educational experiences of the student.
6. Provide a supportive relationship for the school partner which will help motivate him/her to achieve his/her potential.
Role of the University Supervisor
1. Provide communication between the university and the cooperating schools and teachers.
2. Provide support and information for the university student.
3. Meet with university students on a regular basis to facilitate discussion of their experiences, to provide opportunities for reflection on observations, and to encourage the raising of issues and questions.
4. Help university students integrate course content with in-school experiences.
Role of the Liaison in the Cooperating School
1. Introduce faculty and staff to the concept and purpose of the Partnership.
2. Communicate with teachers who will be having partners in their classrooms.
3. Communicate regularly with UW-Whitewater students and as their time allows address the questions and concerns of education students.
4. Communicate regularly with the supervisor.