教育手册及资源
教育学院手册
资源
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 课程; 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, 和性格.
标准1：瞳孔发育
The teacher understands how 学生 grow and develop, recognizing that patterns of learning and development vary individually within and across the cognitive, 语言, 社会, 情感, 物理区域. The teacher designs and implements developmentally appropriate and challenging learning experiences for 学生.
标准2：学习差异
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.
标准3：学习环境
The teacher works with others to create environments that support individual and collaborative learning, 这会鼓励积极的社会互动, 积极参与学习, 和自我激励.
标准4：内容知识
老师理解中心概念, 探究工具, 以及他/她教授的每个学科的结构. The teacher creates learning experiences that make the discipline accessible and meaningful for 学生 to assure mastery of the content.
标准5：内容的应用
The teacher understands how to connect concepts and use differing perspectives to engage 学生 in critical thinking, 创造力, and collaborative problem solving related to authentic local and global issues.
标准六：评估
The teacher understands and uses multiple methods of assessment to engage 学生 in their own growth, 监测学生的进步, and to guide the teacher and pupil’s decision-making.
标准7：教学策划
The teacher plans instruction that supports every pupil in meeting rigorous learning goals by drawing upon knowledge of content areas, 课程, 跨学科技能, 教育学, 学生, 以及学生社区.
标准8：教学策略
The teacher understands and uses a variety of instructional strategies to encourage 学生 to develop a deep understanding of content areas and their connections, and to develop 技能 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 学生, 他们的家庭, 其他教育工作者, 和社区. The teacher adapts the teacher’s practice to meet the needs of each pupil.
标准10：领导和协作
The teacher seeks appropriate leadership roles and opportunity in order to take responsibility for pupil learning, 与学生合作, 他们的家庭, 教育工作者, 和社区, 促进专业发展.
2024年8月
概述
内容知识测试
什么：核心学术技能
何时：进入师范教育专业
什么：特定许可领域的测试
时间：在教师候选人之前
阅读基础测试（FoRT）
Who: Early Childhood, Elementary, Special Education
时间：1月31日EDU 333之后
持续检讨过程
Based on information from the Annual Assessment Report, the directors compile an annual Continual Review Process (CRP) report in preparation for an annual meeting with a Department of Public Instruction Liaison. 该报告围绕四个关键问题展开：
- What is your program learning from your existing assessment system and what are you doing in response to this information/data?
- 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
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, 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 has collected data from states on teacher preparation programs and their students, as well as states' assessment and licensing of teacher candidates.
《十大网投平台信誉排行榜》
The Wisconsin Department of Public Instruction provides statewide data on 教育工作者 prepared, licensed and employed in Wisconsin public schools. 报告指出, "Wisconsin public school staffing data was used for this report; therefore, program completers produced in Wisconsin who are employed in private schools or other states are not included in the employment data with in this report. 因此, the data presented will understate the overall employment for candidates produced in Wisconsin." (p. 5)
仆人领袖，未来教师
什么是FTEA?
The Future Teachers' Education Association (FTEA) is an organization for students interested in the field of education.
他们是怎么做的?
在威斯康辛路德学院校园里, FTEA提供乐趣, 不同的经历, 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.
谁可以加入？?
任何对教育感兴趣的人!
我为什么要加入?
- 通过WLC的教育部门进行指导
- 领导经验
- 亲身参与社区活动
- 改进教师准备
- 专业发展工作坊
FTEA的成员隶属于 威斯康星州学生教育协会（StWEA） 在州一级和 全国教育协会 在国家层面. It is important to note that FTEA does not necessarily agree with all of the platforms and beliefs of the state and national organizations.