教育手册 and 资源
教育学院手册
- Clinical and Practica Policies and Guidelines
- 临床待办事项清单
- Clinical Experience Expectations
- Alternate Activities for Human Relations Hours
- 写作多文化反思的指导方针
- Pre-Teacher Candidacy Clinical Experience Descriptions
- 披露调查问卷
- 结核病测试提醒
- 面试验证表格
- Suggestions for Interview Questions
- Observation/Participation Verification Form
- Pre-Teacher Candidacy Clinical Log
- 课程总体评价
- Pre-Teacher Candidacy Grading Requirements
- 临床部位评价
- MD Lesson Plan Clarifying Details
- MD Lesson Plan Clarifying Details Outline
- MD课程计划大纲
- Entire Modified Differentiated Lesson Planning Guide
- 反思实践者
- 一般实习申请
- 实习学生分析
- Clinical Summation Evaluation Form
- Application for Teacher Candidacy
- 健康的形式
- Stage Three: High Stakes Portfolio Guidelines
- Instructions for Disk Duplication/Labeling
- Stage Three: High Stakes Portfolio Rubric
- Stage Three: High Stakes Portfolio Narrative Feedback
- Stage Three: High Stakes Portfolio Peer Feedback
- Stage Three: High Stakes Portfolio Artifact Checklist
- Teacher Internship Selection Form
- 实习教师确认
- Teacher Candidacy Placement Letter
- 教师候选人回应表格
- Teacher Candidacy and Internship Guidelines
- CT表格核对表
- Cooperating Teacher License Verification
- Cooperating Teacher and Teacher Candidate Agreement Form
- Cooperating Teacher Weekly Feedback Form
- 教师候选人分析
- Teacher Candidate Grade Appraisal
- Teacher Candidate Emergency Contact Form
- 给一年级教师的建议
- What Your Student Teacher Wants You to Know
- MD Lesson Plan Clarifying Details
- MD Lesson Plan Clarifying Details Outline
- MD课程计划大纲
- Entire Modified Differentiated Lesson Planning Guide
- Framework and Context for Reflection Practitioner
- 有用的动词
- Pre-Observation Preparation Guide
- Teacher Candidate Goal Setting Form
- Checklist of Basic Documentation
- Teacher Candidate Disposition Assessment
- 教师候选人评价(幼儿-幼儿中期)
- Teacher Candidate Evaluation (Middle School to Secondary)
- Cooperating Teacher Evaluations-Supervisor
- Cooperating Teacher Evaluations-Teacher Candidate
- Memo to Supervisors - Wrapping Up the TC Semester
- Teacher Candidate Exit Questions
- Professional Development Plan Form
- Guidelines for Portfolio Stage Four
资源
教师教育计划的动力围绕着学校的十个学术目标和威斯康辛州的十个教师教育标准(WDP134)中所阐述的基于绩效的期望.02). These provide direction for the scope and sequence of the 威斯康辛州路德 College teacher education curriculum; for the basis of student's experiential involvement, 自我评估, and reflection; and for the assessment of student growth in knowledge, 技能, 和态度.
Standard 1: The teacher knows the subject content.
The teacher demonstrates understanding of the central concepts, 探究工具, 和学科的结构，并创造学习经验，使内容对学习者有意义和目的. [P134.02(1)]
Standard 2: The teacher knows how 学习者 grow and develop.
教师展示了对具有广泛能力的学习者如何学习的理解，并提供了支持学生智力的指导, 社会, 情感, 个人发展.[P134.02(2)]
Standard 3: The teacher understands diversity.
老师展示了对学习者在学习方法上的差异的理解, that barriers may exist impeding learning, 而教学的适应性可以满足学习者的这些不同需求, including those with disabilities and exceptionalities. [P134.02(3)]
Standard 4: The teacher knows how to teach.
教师理解并使用各种教学策略, 包括科技, to encourage learner development of critical thinking, 解决问题, 以及表演技巧.[P134.02(4)]
标准五:老师知道如何创造和维持一个积极的学习环境.
教师表现出对个人和群体动机和行为的理解，以创造一个通过积极的社会互动吸引学习者的学习环境, 主动学习, 和自我激励. [P134.02(5)]
标准6:教师促进和示范有效的沟通.
教师促进有效的语言和非语言沟通技巧以及教学媒体和技术，以促进和参与积极的探究, 协作, and supportive interaction in the classroom, 在学校里, 在社区中. [P134.02(6)]
标准七:教师具有教育基础知识和教学计划技能.
The teacher demonstrates knowledge of the purpose of education, 学校和学习的历史和哲学框架, 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, 主题, 学习者, 社区, and curricular goals or standards. [P134.02(7)]
标准八:老师知道如何评估和评价学生的学习.
教师理解并使用各种正式和非正式的评估策略来评估和确保持续的智力, 社会 and physical development and advancement of the learner. [P134.02(8)]
标准九:教师树立基督徒的职业操守.
教师展示了一个反思实践者的特征，他不断地评估有效性，并努力洞察当前的教育问题和计划, a commitment to ethical and value-based performance, 并优先考虑个人成长和服务于教育领域和信仰生活. [P134.02(9)]
标准10:教师与教育专业人士和社区建立联系.
The teacher fosters positive relationships with colleagues, 父母, and agencies in the larger community to support learning and well being; and acts with a Christian attitude, 完整性, 公平, and professionalism in an ethical manner. [P134.02(10)]
概述
内容知识测试
什么:核心学术技能
When: Admission to Teacher Education
What: Tests for Specific Licensure Areas
时间:在教师候选人之前
Foundations of Reading Test (FoRT)
Who: Early Childhood, Elementary, Special Education
When: By January 31 after EDU 333
持续检讨过程
Based on information from the 年度评估报告, 董事编制年度持续审查过程(CRP)报告，准备与公共教育联络部的年度会议. The report is built around four key questions:
- 你们的项目从现有的评估系统中学到了什么?针对这些信誉最好的网投平台排名/数据，你们采取了哪些措施?
- Have you made any major/meaningful changes to your program? 你做了什么改变啊? 为什么? 为什么不?
- What technical assistance could the DPI provide your campus?
第二篇报告
第二章第205节要求每个高等教育机构(IHE)提供报告，这些高等教育机构进行传统的教师准备计划或国家认证或执照计划的替代途径，并在HEA教师准备计划下招收接受联邦援助的学生, 传统和另类, 向他们的州报告, 哪个向美国报告.S. 教育部. Since 2001, the Office of Postsecondary Education at the U.S. 教育部从各州收集了关于教师培训项目和学生的数据, 以及各州对教师候选人的评估和许可.
Annual Report on Educator Preparation 项目
威斯康辛州公共教学部提供全州教育工作者的数据, licensed and employed in Wisconsin public schools. 报告指出, "Wisconsin public school staffing data was used for this report; therefore, 在威斯康辛州毕业的在私立学校或其他州就业的课程结业人员不包括在本报告的就业数据中. 因此, 所提供的数据将低估威斯康星州产生的候选人的总体就业情况." (p. 5)
仆人领袖，未来教师
什么是FTEA?
未来教师教育协会(FTEA)是一个由对教育领域感兴趣的学生组成的组织.
他们是怎么做的?
On the 威斯康辛州路德 College campus, FTEA提供乐趣, 不同的经历, 并鼓励所有教育部门的学生.
- FTEA是一个学生组织，它隶属于威斯康辛州和全国其他学院和大学校园的一个更大的类似学生组织.
- FTEA为学生提供了多种学习和成长的机会.
谁可以加入??
任何对教育感兴趣的人!
我为什么要加入?
- Guidance through the education department at WLC
- 领导经验
- 亲身参与社区活动
- 改进教师准备
- Professional development workshops
Members of FTEA are affiliated with the Student Wisconsin Education Association (StWEA) 在州一级和 National Education Association (NEA) 在国家层面. 值得注意的是，FTEA不一定与国家和国家组织的所有平台和信念一致.