The special education program is the academic home to many students who enjoy working with children and youth, especially children and youth with disabilities. Special education graduates enter a high-need field with an almost 100% job placement rate after graduation. Employment opportunities are available all across the country.
The special education teacher certification program prepares educators to serve as resources and advocates for persons with disabilities and their families. This includes being a leader, collaborating with others, and working creatively within and outside schools to create inclusive educational experiences to improve the quality of life for individuals with disabilities and their families.
The special education program prepares students to work effectively across disability categories including intellectual and developmental disabilities, learning disabilities, and emotional/behavioral disorders. The program emphasizes coursework and experiences in elementary, middle, and high schools with students who have a wide range of abilities, including students with severe disabilities.
Graduates receive a Bachelor of Science degree with a major in Special Education and are eligible to apply for a Wisconsin cross-categorical Special Education license at the Middle Childhood through Adolescence level (ages 6–21).
The Special Education program emphasizes coursework in areas including:
- Assessing learning needs in all core academic areas
- Creating individualized education programs
- Implementing instructional strategies for helping students with a variety of abilities succeed
- Using assistive technology
- Understanding behavior and intervention strategies for social and academic success
- Diversity issues in special education
- Working collaboratively with teachers and other school professionals to create successful inclusive learning environments
Students learn about these topics through a four-semester sequence of coursework, practicum experiences, and student teaching experiences in elementary, middle, and high schools.
Visit the departmental website for more information about the undergraduate program options in Special Education.
Elementary Education And Special Education Dual Major Certification Program
Students interested in Special Education may want to consider another program option that certifies students in both Elementary Education and Special Education. The job placement rate for students graduating from this program is almost 100%. Employment opportunities are available all across the country.
The Elementary-Special Education teacher certification program prepares educators who foster high academic achievement in all children—particularly students of color, students from minoritized racial, cultural, linguistic and socioeconomic backgrounds, as well as students with disabilities. The program helps students become leaders who collaborate and work creatively within and outside schools to foster inclusive educational experiences for all pupils, including those with disabilities. Program graduates understand the important role that families play in supporting students’ development and achievement.
This program emphasizes collaboration, with training in both Elementary and Special Education program areas. It focuses on inclusion and gaining a strong background in working with students across disability categories, including learning disabilities, emotional/behavioral disorders, and other high incidence disabilities.
Graduates receive a Bachelor of Science degree and are eligible to apply for both a Wisconsin Elementary Education license at the Middle Childhood through Early Adolescence level (ages 6–12/13), and a cross-categorical Special Education license at the Middle Childhood through Early Adolescence level.
The Elementary Education-Special Education program emphasizes coursework in areas including:
- Recognizing how our backgrounds and experiences shape thinking and actions; reflecting and adapting to best serve students
- Assessing learning needs in all core academic areas
- Creating individualized education programs
- Understanding behavior and intervention strategies for social and academic success
- Diversity and social justice in education
- Working collaboratively with teachers and other school professionals to create successful inclusive learning environments
Students learn about these topics through a four-semester sequence of coursework, practicum experiences, and student-teaching experiences in elementary and middle schools. The sequence begins in the fall after program admission.
Information about requirements and application procedures for the Elementary-Special Education dual teacher certification program is available in the Elementary Education section of the Guide. The RP & SE departmental website can also provide more information about the two undergraduate program options in Special Education.
PROGRAM ADMISSION Overview
Undergraduate students generally apply to the professional part of the Special Education degree program in their sophomore year. Selection is made during the spring semester. Currently, students are admitted to the program once a year, effective for the summer following selection. Once admitted, students typically spend four semesters completing their remaining coursework.
Information about application procedures for the Elementary-Special Education dual teacher certification option is available in the Elementary Education section of the Guide.
Entering the SChool of Education
New and Current UW–Madison Students
New freshmen and transfer students interested in special education are admitted directly to the School of Education with a “pre-professional” classification. This classification indicates that a student is interested in a program offered by the school, but has not applied and been admitted to the professional program. Students interested in special education receive the "pre-professional" classification of PSR.
On-campus students wishing to be admitted to the school while working on eligibility requirements and application can apply for admission to the school by completing a Pre-Professional Application. A minimum GPA of 2.5, based on UW–Madison coursework, is required to transfer into the school. This GPA may be modified by the Last 60 Credits rule (detailed below). It is not necessary to be a "pre-professional” student before applying to a professional program.
It is strongly recommended that students interested in a School of Education program meet with an academic advisor in the School of Education Student Services office, 139 Education Building, 1000 Bascom Mall. Students may call 608-262-1651 to schedule an appointment with an advisor.
Prospective Transfer Students
Applicants not already enrolled on the UW–Madison campus must be admissible to the University to enroll in a School of Education program. Admission to UW–Madison requires a separate application and admission process. See UW–Madison Office of Admissions and Recruitment for application information. Prospective transfer students are strongly advised to meet with an advisor in the School of Education Student Services office in advance of their application; to schedule, call 608-262-1651.
Students with a Previous Degree
Prospective applicants who already hold an undergraduate degree are strongly encouraged to meet with an advisor in the School of Education Student Services office in advance of their application. Consultations with advisors are available in person or via telephone; to schedule, call 608-262-1651.
Applicants who already hold an undergraduate degree are admitted to the School of Education as either an Education Special student or a second degree student, depending on their interests and academic background. Admission as an Education Special student indicates that the student has an interest in pursuing certification in a subject area studied during the initial degree; another degree is not awarded for this "certification only" coursework. Second degree students are seeking a second, unrelated degree from the School of Education, which may, or may not, include teacher certification. Candidates for limited enrollment programs must meet all admission eligibility requirements for the program and must compete with the eligible applicants for program admission. More information is available here.
Application and ADMISSION
Certification to teach special education requires that a student be admitted into the professional part of the degree program. The School of Education admits students into the special education program one a year, effective for summer following selection. Resources limit the number of students who can be served by the UW–Madison Special Education Teacher Education Program. In recent years the program has been able to accommodate all qualified applicants; however, if the number of qualified applicants exceeds program resources, admission will become limited and competitive. If this happens, meeting or surpassing the minimum eligibility criteria will not guarantee admission.
PROGRAM ADMISSION ELIGIBILITY REQUIREMENTS
Requirements and selection criteria may be modified from one application/admission period to the next. Any changes to these criteria may occur up until the application period begins. Potential applicants should consult the School of Education's Undergraduate Admissions page for application deadlines and detailed information regarding current eligibility requirements and selection criteria prior to submitting an application.
To be eligible for admission to the professional program, applicants must:
- complete at least 40 transferable college-level credits by the end of the fall semester before application.
- successfully complete RP & SE 300 Individuals with Disabilities (3 cr) by the end of the summer semester of the application year.
- earn a minimum 2.5 grade point average (GPA) on a 4.0 scale on all transferable college-level coursework attempted.1
- submit all program application form(s), transcripts, and other related application materials by the application deadline specified on the School of Education's Undergraduate Admissions page.
Note: In previous years, applicants to teacher education programs were required to submit scores from one of the following exams: ACT, SAT, Praxis I/PPST, Praxis Core, or GRE. Under emergency rules announced by the Wisconsin Department of Public Instruction, no applicants need to submit scores for any exam as a component of their application to this program. The exam requirement was officially removed by the School of Education on November 15, 2017.
A comprehensive cumulative GPA of all college-level, transferrable coursework attempted on both the UW–Madison campus coursework and coursework taken at any other colleges or universities may be calculated for the exclusive purpose of establishing an applicant’s eligibility for consideration. Both the comprehensive cumulative GPA and the comprehensive cumulative GPA based on a student’s last 60 credits may be calculated. See Last 60 Credits Rule (detailed below). If admitted, students must earn the minimum cumulative GPA for UW–Madison coursework established by their program and the School of Education each semester after admission.
Two grade point averages will be calculated to determine candidates' eligibility for program consideration. GPAs will be calculated using
- all transferable college level coursework attempted, and
- the last 60 credits attempted.
The higher GPA of these two will be used for purposes of determining eligibility. If fewer than 60 credits have been attempted, all credits will be used to calculate the GPA. Graded graduate coursework will also be used in all GPA calculations. ("Attempted" coursework indicates coursework for which a grade has been earned.) More information on this rule is available here.
PROGRAM SELECTION CRITERIA
The special education faculty will review all completed applications that meet eligibility criteria. When reviewing an application, special education faculty want to learn as much about the applicant as possible and will make every effort to take into account the whole person. Applicants are encouraged to provide, in writing, whatever they would want to share in a face-to-face interview.
The selection committee members will consider several factors when selecting students for the program. Although the grade point average (GPA) is considered an important indicator of success, it is not the only basis on which applicants will be selected for admission. Trends in the applicant's grades, difficulty of course load, and outside work load will be considered (see factors 1, 2, and 3 below).
In addition to the GPA, faculty will consider the following factors:
- College grading and course selection pattern. Transcripts will be examined individually. Account will be taken whether an applicant has clearly followed an unusually easy or difficult pattern of courses or if the GPA reflects a poor grade in an exceptionally difficult subject area.
- Trends of college grades. An applicant who started very poorly or showed a decline in their early phases of college, but performed strongly in later college years, may be judged more favorably than another with the same GPA but level or declining record.
- Diversity of experience or background. Work/life experience, college activity, political activity, and other experiences or background that adds a diverse perspective to the special education student body may work in the applicant's favor. Volunteer or paid work with people with disabilities will be taken into account in the selection process. Volunteer or paid work with people from a background different than the applicant's may also be taken into account in the selection process.
- Writing sample (Statement of Purpose). Application materials must include an essay in which the applicant gives reasons for becoming a special education teacher. Writing is so important in the professional life of teachers and in the teacher education program that the quality of the applicant's writing will be taken into account in making admissions decisions.
- Letters of recommendation. Recommendation letters will play an important role in helping the selection committee judge the applicant's prospects for academic success in the program. Careful, thoughtful letters from mentors, teachers, or employers will provide information about the applicant's intellect, imagination, or prospects for becoming a successful teacher. Working with people with disabilities will be taken into account in the selection process. Working with people from a background different than the applicant's may also be taken into account in the selection process.
- Other factors. The program's quest for diversity leads the selection committee to take into account fully qualified applicants from under-represented groups. Race, ethnicity, cultural, geographic background, and economic disadvantage are among the factors that will be considered, taking into account the needs of the schools. A full-time or extra heavy part-time work load will be considered a factor in close cases.
CRIMINAL BACKGROUND INVESTIGATION
The Department of Public Instruction (DPI) is required by law to conduct a background check on each applicant for a Wisconsin educator license. This check is intended to determine if the applicant has engaged in any behavior that endangers the health, welfare, safety or education of PK–12 pupils. Local school districts also will conduct criminal background checks routinely on teacher education students prior to the start of in-classroom field work. Admitted applicants to any teacher education program who have a positive background check should confer with the Academic Dean’s Office (Room 139 Education, 1000 Bascom Mall) about the potential impact of this on field placements and licensure.
An individual who is deemed ineligible to participate in field or clinical experiences based on the results of their background check may not be able to complete the requirements for their degree or certification. Students with questions about these processes should contact the academic dean in the School of Education Student Services office.
- University General Education Requirements
- School of Education Liberal Studies Requirements
- Program Structure
- Professional Education Requirements
- Core Requirements (includes Professional Sequence)
- GPA and Other Graduation Requirements
- Elementary Education and Special Education Dual Major Certification Option
- Additional Certification Requirements and Applying for a License
- University Degree Requirements
University General Education Requirements
All undergraduate students at the University of Wisconsin–Madison are required to fulfill a minimum set of common university general education requirements to ensure that every graduate acquires the essential core of an undergraduate education. This core establishes a foundation for living a productive life, being a citizen of the world, appreciating aesthetic values, and engaging in lifelong learning in a continually changing world. Various schools and colleges will have requirements in addition to the requirements listed below. Consult your advisor for assistance, as needed. For additional information, see the university Undergraduate General Education Requirements section of the Guide.
|General Education|| |
* The mortarboard symbol appears before the title of any course that fulfills one of the Communication Part A or Part B, Ethnic Studies, or Quantitative Reasoning Part A or Part B requirements.
School of Education Liberal Studies Requirements
All students are required to complete a minimum of 40 credits of Liberal Studies coursework. This requirement provides an opportunity to do some academic exploration beyond the scope of the major. Students take courses in areas of particular interest and also have an opportunity to sample the wide selection of courses offered across the university. Coursework is required in humanities, social studies, science, and cultural and historical studies. Some elective coursework is also needed to reach the required number of credits.
The School of Education’s Liberal Studies Requirements automatically satisfy most of the University General Education Requirements outlined above, including ethnic studies, humanities/literature, social studies, and science. Students pursuing most School of Education degree programs may also complete Communication Part B, Quantitative Reasoning Part A, and Quantitative Reasoning Part B through courses required by their degree program. If a student cannot complete a General Education Requirement within the curriculum of their chosen School of Education program, academic advisors can offer suggestions for courses that meet the requirement and augment the student’s primary area of study.
A basic outline of the liberal studies is included below. Students must consult the detailed version of the requirements for information about course selection and approved course options.
Humanities, 9 credits
All students must complete a minimum of 9 credits to include:
- Fine Arts
- Humanities Electives
Social Studies (Social Science)
All students must complete a minimum of 9 credits. Teacher certification programs, Athletic Training, and Kinesiology; Exercise and Movement Science have unique requirements in this category.
All students must complete a minimum of 9 credits to include:
- Biological Science
- Physical Science
- Laboratory Science
- Science Electives
Cultural and Historical Studies
All students must complete three requirements (9 credits) met by separate courses. Any of these courses can also be used to meet the Humanities or Social Studies (Social Sciences) requirements if it has the relevant breadth designation.
- Ethnic Studies
- U.S./European History
- Global Perspectives
Complete Liberal Studies Electives to total 40 Credits.
The Special Education program has four primary components:
- Liberal studies courses expose students to a broad range of academic disciplines. The university-wide General Education requirements also encourage this breadth of study.
- Professional education coursework includes an examination of the schools' relationship to our society and the processes by which students grow and learn.
- Core Requirements offer an in-depth study of Special Education, including a four-semester professional sequence of teaching methods coursework and field experience in schools. This sequence is designed so that students can complete the program in four years.
- Elective coursework is taken to reach the required minimum of 120 credits.
Professional Education Requirements
Individuals with Disabilities
This course is a prerequisite for admission to the Special Education program. It must be completed by the end of the summer of the application year.
|RP & SE 300||Individuals with Disabilities||3|
Development (Minimum of 3 credits)
|Select one of the following options:|
ED PSYCH 331
|Human Development From Childhood Through Adolescence (Recommended for all certification levels)|
ED PSYCH 320
|Human Development in Infancy and Childhood 1|
or PSYCH 460
ED PSYCH 321
|Human Development in Adolescence|
Effective fall 2017, the course number of Child Psychology changed from Psych 560 to PSYCH 460 Child Development.
Learning (Minimum of 3 credits)
|ED PSYCH 301||How People Learn||3|
Foundations of the Profession (Minimum of 3 credits)
|Select one of the following:||3|
ED POL 300
|School and Society|
ED POL/HISTORY 412
|History of American Education|
Core Requirements (includes Professional Sequence)
RP & SE 300 Individuals with Disabilities is a prerequisite for admission to the Special Education program. This course must be completed by the end of the summer of the application year and is calculated into the major gpa required for graduation.
Special Education Professional Sequence
Students complete a four-semester sequence of professional courses after admission to the program. The professional methods courses and clinical (field) experiences must be followed sequentially and taken in consecutive semesters. Class schedules for the professional sequence courses are determined in advance.
|RP & SE 464||Diagnosis, Assessment, and Instructional Planning in Special Education||3|
|CURRIC/RP & SE 506||Strategies for Inclusive Schooling||3|
|RP & SE 515||Access to the General Curriculum for Students with Disabilities||3|
|RP & SE 465||Language and Reading Instruction for Students with Disabilities (Meets Communication B requirement)||3|
|RP & SE/CURRIC 365||Teaching Mathematics in Inclusive Settings||4|
|CURRIC 374||General Educ Practicum & Instructional Planning for Diverse Learners||5|
|RP & SE 473||Classroom Management for Inclusive Classrooms||3|
|RP & SE 330||Behavior Analysis: Applications to Persons with Disabilities||3|
|RP & SE 466||Diversity in Special Education||3|
|RP & SE 475||Special Education Practicum: Elementary (PK - Grade 9)||3|
|or RP & SE 476||Special Education Practicum: Secondary (Grades 4-12)|
|RP & SE 472||Methods in Transition and Vocational Education||3|
|RP & SE 477||Special Education Student Teaching: Elementary (PK - Grade 9)||10|
|or RP & SE 478||Special Education Student Teaching: Secondary (Grades 4-12)|
|RP & SE 467||Elementary Student Teaching Seminar||2|
|or RP & SE 468||Secondary Student Teaching Seminar|
Complete additional coursework to reach the minimum of 120 credits.
GPA and Other Graduation Requirements
Students must complete all requirements and also obtain the endorsement of the program faculty advisor(s) to receive certification through UW–Madison. The State of Wisconsin requires that anyone wishing to teach in a public K–12 setting hold a valid teaching license issued through the Department of Public Instruction. In addition to completing a certification program, students must submit a separate application for this license. Requirements below are based on UW–Madison coursework.
- 2.75 cumulative grade point average. This may be modified by the Last 60 Credits Rule.
- 2.75 cumulative grade point average across all professional education courses (excluding practicum and student teaching).
- 2.75 cumulative grade point average in the major.
- Minimum 120 credits (degree candidates only). Most students will need more than the minimum to complete all requirements.
- Major residency: Degree candidates must complete at least 15 credits of upper-level major coursework (numbered 300–699) in residence on the UW–Madison campus.
- Senior residency: Degree candidates must complete their last 30 credits in residence on the UW–Madison campus. Student teaching and practicum are considered part of the 30 credits.
Degree Audit (DARS)
UW–Madison uses “DARS” to document a student's progress toward the completion of their degree, including any additional majors and certificates. A DARS (Degree Audit Reporting System) report shows all the requirements for completing a degree and, against courses that are planned or completed, shows the requirements that have been met, and those that are unmet. A report can offer suggestions about courses that may be taken to meet specific requirements and can assist in the academic planning and enrollment process. Students can access a DARS report in the Course Search & Enroll app or Student Center via My UW.
DARS also has a "what-if" function. This feature makes it possible to request a DARS report as if pursuing another program, major or certificate. It is an excellent tool if considering a new or additional area of study. School of Education students in a pre-professional classification such as Pre-Elementary (PRE), or Pre-Kinesiology should request a "what if" DARS report of their professional program of interest.
More information on how to request a DARS report is available on the registrar’s website.
DARS is not intended to replace student contact with academic advisers. It creates more time in an advising appointment to discuss course options, research opportunities, graduate school, or issues of personal interest or concern to students.
DARS is used as the document of record for degree program, major and certificate completion in the School of Education.
Elementary Education and Special Education Dual Major Certification Option
Additional Certification Requirements and Applying for a License
In addition to completing UW-Madison's program requirements, students must also complete Wisconsin statutory requirements and certification requirements established by the Wisconsin Department of Public Instruction. Many of these requirements are embedded within the program's requirements and require no additional attention. The endorsement of the program coordinator/faculty is also required to receive certification through UW–Madison.
The State of Wisconsin requires that anyone wishing to teach in a public K–12 setting hold a valid teaching license issued through the Department of Public Instruction. In addition to completing a certification program, students must submit a separate application for this license.
University Degree Requirements
|Total Degree||To receive a bachelor's degree from UW–Madison, students must earn a minimum of 120 degree credits. The requirements for some programs may exceed 120 degree credits. Students should consult with their college or department advisor for information on specific credit requirements.|
|Residency||Degree candidates are required to earn a minimum of 30 credits in residence at UW–Madison. "In residence" means on the UW–Madison campus with an undergraduate degree classification. “In residence” credit also includes UW–Madison courses offered in distance or online formats and credits earned in UW–Madison Study Abroad/Study Away programs.|
|Quality of Work||Undergraduate students must maintain the minimum grade point average specified by the school, college, or academic program to remain in good academic standing. Students whose academic performance drops below these minimum thresholds will be placed on academic probation.|
- (Professionalism) Adhere to professional ethical standards and conduct her or himself in a courteous and professional manner.
- (Collaboration and Communication) Collaborate and effectively communicate with students their families, other educators, related service providers and members of the community to address the needs of students with disabilities.
- (Assessment) Collect information on student backgrounds, learning characteristics and achievement that can be used to determine students’ present level of performance and guide instruction.
- (Special Education Evaluation and Individualized Educational Planning) To the maximum possible the teacher candidate will participate in the Educational Evaluation and Individualized Educational Planning process.
- (Instructional Planning) Plan instruction that meets the needs of students, is consistent with State and local standards and provides access to the general education curriculum.
- (Instructional Presentations) Present lessons and units of instruction that gain and maintain student attention and are consistent with students’ interests and IEP goals.
- (Classroom Management) Create and maintain a safe, positive and supportive learning environment that is conducive to learning and the mental health of the students.
Special Education: Sample Four-Year Plan
This four-year sample graduation plan is designed to guide your course selection throughout your academic career; it does not establish a contractual agreement. Use it along with your DARS report, the Guide, and the Course Search and Enroll app to create a four-year plan reflecting your placement scores, incoming credits, and individual interests. You will likely revise your plan several times during your academic career here, based on your activities and changing academic interests. Consult with an academic advisor to develop a personalized plan of study and refer to the Guide for a complete list of requirements.
If you are interested in completing a study abroad semester, please meet with Kayla Armstrong prior to starting the professional sequence and review the study abroad section of the planning document. Study abroad semesters are usually completed during the fall semester of a student's senior year.
|Communication A (fall or spring semester)||3||Communication A (fall or spring semester)||3|
|RP & SE 300||3||Ethnic Studies||3|
|Liberal Studies course work||9-12||Quantitative Reasoning A||3|
|Liberal Studies course work||6-9|
|ED POL/HISTORY 412||3||Quantitative Reasoning B||3|
|ED PSYCH 301||3||ED PSYCH 331||3|
|Liberal Studies course work||9||Liberal Studies or General Elective course work||9|
|RP & SE 464||3||RP & SE 465 (Also meets Communication B)||3|
|RP & SE/CURRIC 506||3||RP & SE/CURRIC 365||4|
|RP & SE 515||3||RP & SE 473||3|
|Liberal Studies or General Elective course work||6||CURRIC 374||5|
|RP & SE 330||3||RP & SE 472||3|
|RP & SE 466||3||RP & SE 477 or 478||10|
|RP & SE 475 or 476||3||RP & SE 467 or 468||2|
|Liberal Studies or General Elective course work||6|
|Total Credits 120|
Special Education Program Advising
Students not yet admitted to special education meet with their assigned advisor in the School of Education Student Services office, Room 139 Education Building, 1000 Bascom Mall, 608-262-1651. Current students can schedule an appointment online through the Starfish app in MyUW. Students are assigned an additional departmental advisor when admitted to the professional component of their degree program.. For general information about the program and degree requirements contact Kayla Armstrong, RP & SE Student Services Coordinator, at firstname.lastname@example.org.
General School of Education Advising
Dedicated to supporting and promoting student success, the School of Education Student Services office coordinates a number of student-related services for prospective and current School of Education students in all programs. Student Services staff offer support in academic advising, career advising, mentoring and advocacy for underrepresented and international students, requirements monitoring, interpreting academic policy, and more. Students in the School of Education are encouraged to make Student Services a vital part of their academic and employment journey.
To schedule and appointment: Call 608-262-2651 or stop by 139 Education Building. Current students can schedule an appointment online through the Starfish app in MyUW.
Students interested in special education may also want to consult the following resources:
- Read about the work of Special Educators: What is Special Education?
- Read about the relationship between Special Education and regular education programs.
- Watch a Video describing the work of Special Educators.
- Learn About Related Careers
Additional Certification Requirements
Note: In August of 2018 the Department of Public Instruction issued new administrative rules governing educator licensing. Changes in certification requirements and also the license types and levels will occur as program areas implement the new requirements.
Students must complete all requirements and also obtain the endorsement of the program faculty to receive certification through UW–Madison. These requirements include those required by UW–Madison, the Department of Public Instruction, and those mandated by state statutes. While most of these requirements are embedded in course content, some (e.g., the Wisconsin Foundations of Reading Test) are not related to course enrollment.
Students pursuing certification should be aware of the following requirements. See the Teacher Education Center website for additional information/requirements.
Certification requirements should be monitored carefully. The Wisconsin Department of Public Instruction (DPI) periodically implements regulations that affect all certification programs; teacher certification candidates are responsible for having up-to-date information about certification requirements.
Disclosure Statement and Criminal Background Investigation
Applicants to School of Education programs that involve a practicum, internship, or other field placement must complete a disclosure statement indicating (1) whether they have been admitted to, then withdrawn from, asked to withdraw from, or been dropped from a student teaching, clinical experience, or other intern/practicum program, and (2) if they have ever been placed on probation or disciplined by any college or university for academic dishonesty.
Criminal Background Investigation (CBI)
The Department of Public Instruction (DPI) is required by law to conduct a background check on each applicant for a Wisconsin educator license. This check is intended to determine if the applicant has engaged in any behavior that endangers the health, welfare, safety, or education of PK–12 pupils. Local school districts also will conduct criminal background checks routinely on teacher education students prior to the start of in-classroom field work.
Students should be aware that criminal background checks may be initiated by other agencies or organizations when they are seeking employment or a professional license. School administrators have the authority to determine the appropriateness of a student placement and may choose not to permit a placement based on a student’s background check results.
An individual who is deemed ineligible to participate in field or clinical experiences based on the results of their background check may not be able to complete the requirements for their degree or certification. Students with questions about these processes should contact the Teacher Education Center, email@example.com.
This licensing requirement is mandatory for all Elementary Education, Secondary Science, Secondary Social Studies, and Agri-Science Education certification students. Students with previous degrees in their subjects must also monitor and complete this requirement for certification and licensure.
Select one Environmental Studies course or from the following list. If appropriate, this course may also be applied toward the liberal studies requirements.
|ATM OCN/SOIL SCI 132||Earth's Water: Natural Science and Human Use||3|
|BOTANY 100||Survey of Botany||3|
|BOTANY/PL PATH 123||Plants, Parasites, and People||3|
|BOTANY/BIOLOGY/ZOOLOGY 152||Introductory Biology||5|
|BOTANY 240||Plants and Humans||3|
|BOTANY/ENVIR ST/ZOOLOGY 260||Introductory Ecology||3|
|CURRIC/C&E SOC/ENVIR ST 405||Education for Sustainable Communities||3|
|ECON/A A E/ENVIR ST 343||Environmental Economics||3-4|
|F&W ECOL 110||Living with Wildlife - Animals, Habitats, and Human Interactions||3|
|GEOG/ENVIR ST 120||Introduction to the Earth System||3|
|GEOG/ENVIR ST 127||Physical Systems of the Environment||5|
|GEOG/ENVIR ST 139||Global Environmental Issues||3|
|GEOG/ENVIR ST 309||People, Land and Food: Comparative Study of Agriculture Systems||3|
|GEOG/ENVIR ST 339||Environmental Conservation||4|
|LAND ARC/ENVIR ST 361||Wetlands Ecology||3|
|MED HIST/ENVIR ST/HIST SCI 513||Environment and Health in Global Perspective||3|
|POP HLTH/ENVIR ST 502||Air Pollution and Human Health||3|
|SOC/C&E SOC 140||Introduction to Community and Environmental Sociology||4|
|SOC/C&E SOC/F&W ECOL 248||Environment, Natural Resources, and Society||3|
|SOIL SCI 301||General Soil Science||4|
|SOIL SCI/ENVIR ST 324||Soils and Environmental Quality||3|
Student Testing and Assessment
Students in teacher education programs are required to complete a significant performance assessment prior to certification and eventual licensure. Additional tests may be required, although this varies by certification area. Detailed information related to these requirements, along with fee and registration information can be found on the Teacher Education Center website under the Exams section of Become a Teacher. A brief description of these tests and assessments is provided below.
Teacher Performance Assessment (edTPA)
The edTPA is a subject area-specific, performance-based assessment for pre-service teacher candidates, which is centered on student learning. Evidence of candidate teaching proficiency in the areas of planning, engagement and instruction, and assessment is drawn from a subject-specific learning segment, 3–5 lessons from a unit of instruction. Assessment artifacts include video clips of instruction, lesson plans, student work samples, analysis of student learning, and reflective commentaries. These artifacts will be taken together and scored by trained evaluators using the standardized set of edTPA rubrics. Effective September 1, 2015, initial license candidates (i.e., students completing certification programs) were required to complete the edTPA as part of their student teaching. Effective September 1, 2016, initial license candidates were required to pass the edTPA to be recommended for licensure.
Students completing professional education programs must demonstrate proficiency in their content area. This is accomplished a number of ways, varying by certification area. For example, Elementary Education students must have a major GPA of 3.0. World Language Education students must have a 3.0 in their major or minor area, meet an ACTFL Oral Proficiency Interview requirement, and also pass the ACTFL Writing Proficiency Test (WPT). A student may be required to take and pass an approved examination in their content area, usually the appropriate Praxis II: Subject Assessments/Specialty Area Tests through the Educational Testing Service (ETS).
Wisconsin Foundations of Reading Test
As of January 31, 2014, individuals seeking an initial Wisconsin license to teach in kindergarten through grade 5 or in special education, an initial Wisconsin license as a reading teacher, or an initial Wisconsin license as a reading specialist, must take and pass the Wisconsin Foundations Reading Foundations Test. Undergraduate programs impacted by this requirement are Elementary Education and Special Education.
This test is for Wisconsin licensing purposes only. Students who choose not to pursue Wisconsin educator licensing need not take and pass this test. This test is in addition to all other required tests and assessments for certification and licensure.
School-based field experiences are a critical part of students' professional preparation for teaching. Under Wisconsin State regulations, students seeking teaching certification from UW–Madison are required to complete at least one pre-student teaching practicum and at least one full semester of student teaching. Most programs at UW–Madison require students to complete additional field experiences.
Pre–Student Teaching Practicum
The pre–student teaching practicum gives students firsthand knowledge of the classroom environment and the teacher's role. For many students, the practicum is the initial encounter with the real world of teaching. Practicum students do not assume the degree of classroom responsibility they do during student teaching. Under the supervision of an experienced teacher, practicum students observe classroom activities, assist the teacher with day-to-day classroom management tasks, interact one-to-one with students, and instruct small groups. The cooperating teacher and university supervisor use the practicum to assess the student's readiness for the student teaching experience.
Student Teaching Experience
Student teaching, the culminating field experience, is a full-time, school district semester assignment that places a university student under the guidance of an experienced, qualified cooperating teacher. After an orientation period, the student teacher gradually assumes more responsibility for planning, instruction, and overall classroom management. Student teachers follow the daily schedule of the cooperating teacher and the building policies of the school, and function as regular staff members in arrival and departure times and attendance at school events.
The student teaching experience follows the calendar of the local school district. A fall semester assignment will typically begin the latter part of August and end the latter part of January. A spring semester assignment will begin the latter part of January and end mid-June. Holiday breaks follow the school district calendar. Carrying other formal course work during the student teaching semester is strongly discouraged.
Detailed policies and regulations regarding field experiences can be found on the Teacher Education Center website. Students and staff are responsible for knowing and complying with the Field Experience policies. Many professional programs have their own separate handbooks and specific policies; students are also responsible for those policies and procedures.
Withdrawing From/Failing Field Experience Assignments
Withdrawing from a field experience has serious implications for the student’s progress in the program. Students who withdraw or receive an unsatisfactory grade (including a “D”) from a field experience may not repeat such experiences without approval from the program coordinator. Students withdrawing from or receiving an unsatisfactory grade in field experiences in one major or program may not enroll in another major or program without written permission from the program coordinator. Because of the consequences that withdrawal from a confirmed assignment may have on a student's future progress in the teaching certification program, a student who contemplates such action is strongly urged to consult with the program coordinator to fully understand the implications of such action and the options available.
Minority Group Relations and Conflict Resolution
Minority Group Relations
Wisconsin State teacher education regulations require students to complete a section titled Minority Group Relations. The rules identify Minority Group Relations as
- The history, culture, and tribal sovereignty of American Indian tribes and bands located in Wisconsin.
- The history, culture and contributions of women and various racial, cultural, language and economic groups in the United States.
- The philosophical and psychological bases of attitude development and change.
- The psychological and social implications of discrimination, especially racism and sexism in the American society.
- Evaluating and assessing the forces of discrimination, especially racism and sexism on faculty, students, curriculum, instruction, and assessment in the school program.
- Minority group relations through direct involvement with various racial, cultural, language and economic groups in the United States.
UW–Madison teacher education programs address these areas through course work and experiences in each professional education program. Students who successfully complete their professional program will have satisfied each of the areas of Minority Group Relations.
Conflict Resolution Requirement
Wisconsin State teacher education regulations require all individuals pursuing teacher certification to have formal training in conflict resolution. This includes
- Resolving conflicts between pupils and between pupils and school staff.
- Assisting pupils in learning methods of resolving conflicts between pupils and between pupils and school staff, including training in the use of peer mediation to resolve conflicts between pupils.
- Dealing with crises, including violent, disruptive, potentially violent or potentially disruptive situations that may arise in school or activities supervised by school staff as a result of conflicts between pupils or between pupils and other persons.
All teacher certification programs include conflict resolution training in their required course work.
As of July 1, 1998, the State of Wisconsin requires that all persons seeking initial and renewal licenses to teach reading or language arts in grades Pre-Kindergarten to Grade 6 (PK–6) must have successfully completed instruction in teaching reading and language arts using appropriate instructional methods, including phonics. "Phonics" means a method of teaching beginners to read and pronounce words by learning the phonetic value of letters, letter groups and syllables.
The Phonics requirement applies to students completing Elementary Education and Special Education certification programs. UW–Madison students fulfill this requirement through the successful completion of courses that are already required, so no additional course work is needed to meet this statutory requirement.
This licensing requirement is mandatory for secondary Social Studies (and Agri-Science) Education certification. Students with previous degrees in their subjects must also monitor and complete this requirement for certification and licensure.
Students typically complete the cooperatives requirement after being admitted to the Secondary Social Studies program and should consult with the program coordinator regarding its completion.
UW–Madison teacher education students must meet all state licensing requirements for initial teaching certification in Wisconsin. These requirements, sometimes referred to as administrative rules "PI 34," mandate that individuals demonstrate proficiency on state-approved teaching standards. Each teacher education institution in Wisconsin has adopted a set of teacher education standards that meet state guidelines. These standards must be met by all students completing a licensing program.
Program graduates of UW-Madison demonstrate their knowledge and skills in five broad standard areas: (1) learner and learning environment, (2) planning, (3) engaging/instructing, (4) assessing, and (5) behaving in professional and ethical ways. Guided by Foundational Knowledge (Content) Standards, programs provide the knowledge and skills needed to meet the Performance Standards.
Applying for a Teaching License
The State of Wisconsin requires that anyone wishing to teach in a public K–12 setting hold a valid teaching license issued through the Department of Public Instruction. In addition to completing a certification program, students must submit a separate application for this license. Students intending to complete a teacher certification program should monitor program requirements carefully. The Wisconsin Department of Public Instruction (DPI) periodically implements regulations that affect all certification programs; teacher certification candidates are responsible for having up-to-date information about certification requirements.
The following licensing options are offered at UW–Madison.
- The Elementary Education program currently offers two licensing levels: Early Childhood and also Middle Childhood through Early Adolescence.
- The Special Education program certifies students at both the Middle Childhood through Early Adolescence level and also at the Early Adolescence through Adolescence level. The Special Education/Elementary Education dual major option certifies students only at the Middle Childhood through Early Adolescence level.
- Secondary Education programs certify students to teach their subject area at the Early Adolescence through Adolescence level.
- Students completing Language Education programs will be licensed at the Early Childhood through Adolescence level.
- Students in special fields such as Art, Communication Sciences and Disorders, Music, and Physical Education will be licensed at the Early Childhood through Adolescence level.
Wisconsin State Licensing
The State of Wisconsin issues an initial teaching license to certified teachers. The current fee is $125. An online license application is available through the Department of Public Instruction. A Criminal Background Investigation (CBI) will also be conducted by DPI. Information about fingerprint submission, when necessary, is available through the Department of Public Instruction.
Before applying for a license, DPI requires the electronic submission of “Endorsed Candidate for Licensure" (ECL) data by the certifying officer of the institution where the teacher preparation was completed. For UW–Madison teacher certification students, the endorsement will come from the School of Education, 139 Education Building, 1000 Bascom Mall. Once this information has been submitted to DPI, students are notified by email that they may begin the application online.
Before endorsing a student, UW–Madison requires that (1) all certification requirements are met; (2) student teaching (following the school district calendar) is completed; (3) final grades are posted and reviewed; (4) the degree is "posted" by the registrar's office (four to five weeks after graduation); and (5) a recommendation for certification is received from the program faculty. The Wisconsin Department of Public Instruction may require an additional 6 to 12 weeks for license processing. See Educator Licensing for additional information about the licensing process.
Licensing Outside of Wisconsin
To apply for a license in a state other than Wisconsin, first check out the application requirements of that state. The University of Kentucky has a website that provides links to teacher licensing agencies in all 50 states, the District of Columbia, and Puerto Rico.
Many states have a verification form that needs to be signed by a UW–Madison certification officer. This form verifies that a state-approved licensing program has been completed. These forms should be sent to the School of Education Student Services Office at 139 Education Building, 1000 Bascom Mall, or by email (firstname.lastname@example.org) to be completed. If the form requests information about practicum and student teaching assignments (names of schools, grade levels, dates, etc.), this information must be completed before sending the form to Student Services.
Professional Certification/Licensure Disclosure (NC-SARA)
The United States Department of Education requires institutions that provide distance education to disclose information for programs leading to professional certification or licensure about whether each program meets state educational requirements for initial licensure or certification. Following is this disclosure information for this program:
The requirements of this program meet Certification/Licensure in the following states:
The requirements of this program do not meet Certification/Licensure in the following states:
The requirements of this program have not been determined if they meet Certification/Licensure in the following states:
Alabama, Alaska, Arizona, Arkansas, California, Colorado, Connecticut, Delaware, Florida, Georgia, Hawaii, Idaho, Illinois, Indiana, Iowa, Kansas, Kentucky, Louisiana, Maine, Maryland, Massachusetts, Michigan, Minnesota, Mississippi, Missouri, Montana, Montana, Nebraska, Nevada, New Hampshire, New Jersey, New Mexico, New York, North Carolina, North Dakota, Ohio, Oklahoma, Oregon, Pennsylvania, Rhode Island, South Carolina, South Dakota, Tennessee, Texas, Utah, Vermont, Virginia, Washington, West Virginia, Wyoming, District of Columbia; American Samoa, Guam, Northern Mariana Islands, Puerto Rico, U.S. Virgin Islands
Information about scholarships, academic and career advising, study abroad opportunities, student diversity services, and other resources for students in the School of Education can be found on the school's Resources page.