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FOUNDATIONS
BLOCK
Eligibility
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.
Components
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.)
7. The
final grade is assigned by the Introduction to Education &
Teaching instructor.
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
Primary:
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.
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