MC-EA Elementary Education and Special Education Dual

Certification Program Student Teaching Syllabus

Course Info
RPSE 457, C&I 463 (2 credits)
Fridays 12:30 pm - 2:30 pm
2425 Sterling Hall
Heather Dahl, PhD
[email protected]

Course Overview

The Student Teaching Seminar is designed for future educators to have a space and place to
explore their dual role as teacher and learner and sharpen their critical, reflective thinking skills to better
understand their goals for growth and development. To exert their agency, students will engage in
systematic cycles of reflection to learn from their teaching, engage in collaborative learning
experiences, and consider the different social justice pedagogical skills necessary to implement
changes to their practice and within the larger school community. To support teacher candidates in
building these competencies, the Instructional Team also adopts the dual embodiment of learner and
teacher and is committed to publicly making their thinking, learning processes, and decision making
visible. As a community, we hope our curiosity and genuine interest in learning will allow us to create a
brave space to refine our practice and imagine new ways of being within education.

Soslau & Alexander, 2021

Table of Contents
● Instructional Team
● Course and Credit Information
● Student Learning Outcomes
● Requirements and Responsibilities
● Grading Policy
● Certification Requirements
● Tentative Course Schedule
● Teaching Standards
● University Policies and Supports
Instructional Team
 Course Instructors
Virtual Office Hours

Radeen Yang Heather Dahl, PhD Aloura Pearson

Student Teacher (SPE) Instructor Student Teacher (Dual)
[email protected] [email protected] [email protected]

University Supervisors
*Please note, University Supervisor information will be updated soon.

C&I University Supervisors Special Education University Supervisors

Cooperating Teachers/School Sites

Elementary Middle School High School
Amy Malueg - Badger Rock Maureen McGuire - Monroe MS Lisa Andresen - West HS
Wendy Borenstein - Huegel Amanda Bell - Wright MS Sara Schaefer - East HS
Heidi Abrams - Huegel Peter Thompson - Sennett MS Casey Thompson - West HS
Dianna Breen - Huegel Chelsea Mikkelson - White Horse MS
Taylor Moe - Huegel Kelley O'Brien - Frank Lloyd Wright MS
Tiffany Mason-Fass - Huegel Jack Debertin - Spring Harbor MS
Jennifer Malaiase - Huegel Denise Breyne - Spring Harbor MS
Mollie Guidan - Token Springs Jennifer Hylbert - Glacier Creek MS
Derek Johnsrud - Token Springs Emily Nestingen-Palm - Glacier Creek MS
Gerald Benish - Chavez Cassandra Formolo Wolfe - Cherokee MS
Sandra Loftus - Chavez Caren Heller - Cherokee MS
Hope Yates - Sandburg
Sarah Shah - Sandburg
Karen Hall - Lowell
Kathleen Chappell - Lowell
Diana Frantz Anderson - Crestwood
Katrina Ladopoulos - Crestwood
Erin Fritz - Knetherwood Knoll
Nikki Jagfled - Knetherwood Knoll
Beth Atwell- Randall
Ginny Hoven - Randall
Nikki Quevedo
Kelly Bard

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Course and Credit Information
Seminar Course Structure - Seminars will be a blend of in-person and virtual sessions. Attendance is
required for all in-person seminars and is worth 25 points per/session.

Course Communication - All course communication will take place through Canvas or UW-Madison
email. Please make sure you are able to access both of these systems before the course begins. Any
communication should be sent to your course instructors (Heather ([email protected]) and Aloura
([email protected]). The instructor will respond to emails received during the work week within 48
hours so feel free to email again if you do not get a reply after 48 hours. Take this timing into account if
you are emailing about assignments. Involuntary seminar absences or requests to attend via a different
modality (e.g., virtual) must be pre-approved by seminar Instructor at least 24 hours prior to seminar
(Thursday by 12:30 pm).

COVID Absence: If you exceed your allotted 5 days - contact your Instructors (Dual Cert - Aloura and
Heather; Special Education - Radeen and Heather) by email and we will develop a plan.

Course Text - All texts and readings for this course will be provided electronically in the syllabus links or
on our course Canvas site.

Credit Information - The credit standard for the seminar portion of this course is met by an expectation
of a total of 45 hours of student engagement with the course learning activities, which include regularly
scheduled seminars, reading, writing, and other student work as described in the syllabus. Per the Credit
Hour Policy at UW-Madison, you will engage in approximately 2 hours of out-of-class work for every 50
minutes of seminar time.

Student Learning Outcomes

1. Students will apply critical reflective thinking skills to classroom practices.

2. Students will consider social justice pedagogy implementation in the classroom.
3. Students will apply collaborative practices in engaging the cooperating teachers, supervisors, and
their peers in implementation of social justice pedagogy.

Student Teaching Requirements and Responsibilities

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The following describes the meetings, assignments, and general responsibilities for Student Teaching, Please note, the
requirements are subject to change. You will be notified by email of any changes.

Requirements/Responsibilities

Student Teaching/Seminar Frequency Points SLOs Teaching Standards

Attendance/Participation in Seminar 13 25 pts/each; 1,2,3 5.5; 5.8

325 pts total

Journal Entries 10 10 pts/each; 1 1.3; 2.4; 4.5; 5.2; 5.3; 5.8

100 pts/total

Initial Triad Meeting- 1st Rotation 1 20 points 2,3 5.8

Initial Triad Meeting - 2nd Rotation 1 20 points 2,3 5.8

Lesson Plans 6 25 pts/each; 1,2 1.3; 2.4; 4.5; 5.2; 5.4; 5.8
150 pts/total

Observations 6 25 pts/each; 2,3 5.3; 5.4

150 pts/total

Analyzing Teaching Reflection (ATR) 6 5 pts/each; 1 1.3; 2.4; 4.5; 5.2; 5.5; 5.8
30 pts total

Attend IEP & Reflection 1 20 pts/meeting; 1,3 1.3; 2.4; 4.5; 5.5; 5.8
10 pts/paper

Final Evaluation - 1st Rotation 1 50 points 1,3 1.3; 2.4; 4.5; 5.2; 5.5; 5.8

Final Evaluation - 2nd Rotation 1 50 points 1,3 1.3; 2.4; 4.5; 5.2; 5.5; 5.8

Final Performance Assessment 1 100 points 1,2 1.3; 2.4; 4.5; 5.5; 5.8

Certification Form Submitted 1 5 points

1,030 points

Grading Policy
Grades for Student Teaching are based on attendance and participation as well as successful completion
of all assignments. Participation in seminars is required and is defined as: attending all seminars from
start to finish, actively engaging in discussions, demonstrating completion of outside readings through
activities, and submitting assignments by the due dates. Requirements for all assignments are detailed in
this syllabus and on Canvas.

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Students must also complete all required reflections, observations and receive satisfactory reports and
final evaluations from supervisors and cooperating teachers. Earning a grade below a “B” may result
in repeating the student teaching experience to earn a satisfactory grade.

Late Assignments will lose 10% of the total points each day it is turned in past the deadline.

Description of Roles and Responsibilities

Initial Triad Meeting - Your first assignment for the Student Teaching experience is to schedule an
Initial Triad meeting. This meeting, of the Student Teacher, University Supervisor, and Cooperating
Teacher, should be held in-person during the first weeks of your rotation. In the Dual Certification
program, you will complete one Initial Triad Meeting prior to EACH rotation. See Canvas for resources on
conducting the Initial Triad Meeting.

Lesson Plans - You need to submit a lesson plan to your supervisor for your observation lesson within
48 hours (or 2 days) before the observation. A lesson plan template will be provided on the Canvas page.
Additionally, we will be discussing lesson planning and different ways to design in Seminar. Your
cooperating teacher must approve all lesson plans prior to the observation by a supervisor.

Observations - Each supervisor will observe you and give written feedback during each rotation. The
written observation comments from your supervisor should be reviewed and signed by your cooperating
teacher. You need to then submit the signed observation form to Canvas within one week of your
observation. Please note, you will have a different form used during each rotation, as each department
uses a different form. One of your observations should be during your lead week. So, you need to
have one observation during each of your lead weeks during each 10-week rotation.

Lead Weeks - You will lead all lessons that your cooperating teacher would normally lead
(including all virtual, in-person, or hybrid lessons) during one week of Student Teaching. For Dual
Certification students, you need to lead one week during each of your 10-week rotations this spring. You
will take on as many responsibilities as agreed upon with your Cooperating Teacher and Supervisor
during your lead weeks, under the supervision of your cooperating teacher or a certified teacher.

Post Observation - Post-observation meetings should occur as a triad (i.e., supervisor, cooperating
teacher, student teacher). If this is not possible immediately following the observations, we encourage
you to find a different day and time (preferably within 24-48 hours). If it still is not feasible to hold the
meeting as a triad, consider how you can communicate with your CT what was discussed and how they
can support you in future lessons.

Analyzing Teaching Reflections - Post observation reflections should be composed in a document

that is 1-2 pages, typed and double spaced. We call these reflections “Analyzing Teaching.” These
reflections should include the feedback you received from your supervisor and cooperating teacher, as

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well as your own reflection of the observation. The reflection should also include goals for the next
lesson(s). These reflections will be filed electronically to Canvas, along with the signed written
comments your supervisor made about your observation, after the lesson. These are due within one
week of your observation.

Evaluations - You will receive an evaluation of your student teaching performance at the end of each
rotation. In both rotations, the triad will come together in a meeting to discuss the evaluation and submit
comments and a signature. The Student Teacher is responsible for getting the forms signed and
submitted to Canvas. The evaluations are then stored in your permanent file. An evaluation form will be
linked on Canvas, along with guidelines for how to complete the form as a triad.

IEP Attendance & Reflection - You should participate in all IEP meetings (including planning,
evaluations, annual reviews) that are scheduled for all of your students throughout the spring semester -
even while you are in your General Education rotation! Strive to attend and participate as much as
possible in the paperwork process and meetings, with the permission of your cooperating teacher, IEP
team, and family/guardians. At a minimum, you should attend one IEP evaluation meeting, and one
annual IEP meeting. Please talk with your supervisor to problem solve if you have trouble attending or
scheduling these meetings. Following your participation in one of the IEP meetings, you should write a
two-page reflection of your experience and submit to Canvas. In this reflection, describe your role, what
you noticed, what you might change, and your goals for your own future IEP participation. If your
cooperating teacher grants permission, save a few sample IEPs to your computer or drive, with all
identifying information (name, family name, school) redacted. This will be helpful to you in the coming
years as you write your own IEPs.

Journal Entries - The reflective journal provides an opportunity to record challenges, successes,
struggles and wonderings that occur during the practicum experience. Prompts for each of the Journal
Entries will be listed on Canvas. Each reflection should be typed, double-spaced, contain one-inch
margins, and be no less than one page in length. Submit your completed entry to Canvas by the deadline
on the Tentative Schedule. A rubric will be used to provide feedback on your journal entries.

Final Performance Assessment - Successful completion of the Final Performance Assessment (FPA) is a
requirement for Certification. We will work on your FPA during each seminar. The completed assessment
must be submitted to Canvas by the end of the UW Semester.

You will complete the following for the Final Performance Assessment:
○ Review these Guidelines and Rubric
○ Download and Save this Final Performance Assessment
○ Submit completed Teaching Portfolio to Canvas by our final Seminar.

Certification Form - In May, you will submit a Recommendation for Certification form to Canvas. Once
you have completed all requirements on the Certification Form, our Certification Office will submit your

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name for licensure with DPI. You will then need to fill out the necessary paperwork and submit a fee to
DPI to receive your license.

Certification Requirements
Final Performance Assessment - See Information Above

Certification Form - See Information Above

edTPA (Seeking Certification Outside of WI) - If you are completing the edTPA, you will be provided
with a Canvas Site with materials and guidance to complete the edTPA. Student teachers are encouraged
to follow the provided edTPA Suggested Timeline to complete the assessment.

WFORT - You will need a passing score on the WFORT to be certified by UW-Madison and qualify for
licensure.

Tentative Course Calendar

Topic
Week Student Teaching Due to Canvas
*Review Canvas for Required Readings &
Activities to Complete Before Class*

MMSD Student Teaching starts

Monday Jan 24
Virtual Orientation
0 - Review the Field Experience
Link to Slides Handbook
- Check out the Teacher
Jan 21 Education Center website for
resources
- Review the: First Few Weeks
Checklist on Canvas

Orientation Part II Review the: First Few Weeks

1 Discuss Initial Triad/Observation Checklist on Canvas

Jan 28

Problems of Practice - Upload Goals to

2 Review the: First Few Weeks Canvas
Goal Setting Checklist on Canvas
Feb 4 Prepare for Observations

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 Lesson Planning, Post-Observation
Meeting

3 Initial Triad Meeting by 2/11 - Journal 1

Work Day & Job Search - Upload Initial
Feb 11 In-person Triad Meeting
Notes

- Journal 2
4 - Upload Lesson
WEPOP Virtual Policy Workshop! Complete 1st Observation by 2/18 Plan #1
Feb 18 - Post Observation
Reflection #1

- Journal 3
5 Problems of Practice
& TBD
Feb 25

- Journal 4
6 Principal Panel & - Upload Lesson
TBD Complete 2nd Observation by 3/4 Plan #2
Mar 4 - Post Observation
Reflection #2

- Journal 5
7 Work Day
In-person
Mar 11

8 *You will be at your placement this

NO SEMINAR – week*
Mar 18 UW Spring Break

Complete 3rd Observation & Final - Journal 6

Evaluation - Upload Lesson Plan
9 by 3/25 #3
Problems of Practice - Post Observation
Reflection #3
Mar 25 & TBD - Email New Cooperating Teacher
& University Supervisor prior - Upload Final
to break to introduce yourself, Evaluation Form
ask questions, and inquire
about first Initial Triad Meeting

10 NO SEMINAR - Enjoy your Spring Break!

MMSD Spring Break

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Apr 1 **Begin New Rotation on April
4th**

- Journal 7
11 Work Day & Final Performance Second Rotation Begins!
Assessment
Apr 8 In-person *Refer back to: Initial Weeks
Checklist*

- Journal 8
12 First-Year Teacher Panel & Initial Triad Meeting by 4/15 - Upload Initial
TBD Triad Meeting
Apr 15 Notes

- Journal 9
13 Problems of Practice Complete 1st Observation by 4/22 - Upload Lesson Plan
& TBD (fourth observation overall) #4
Apr 22 - Post Observation
Reflection #4

- Journal 10
nd
14 Complete 2 Observation by 4/19 - Upload Lesson Plan
WEPOP Virtual Policy Workshop! (fifth observation overall) #5
Apr 29 - Post Observation
Reflection #5

- Upload Lesson Plan

15 Complete 3rd Observation #6
Last Seminar! & Final Evaluation by 5/6 - Post Observation
May 6 FPA Presentations (sixth observation overall) Reflection #6
- Upload Final
Evaluation Form

Request a Letter of Recommendation

from either/both University
Supervisor(s) & Cooperating
Teacher

MMSD Teachers Last Day of

June Student Teaching
10th
If not MMSD, check your District
Calendar

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Problems of Practice: Problems of Practice is time dedicated in seminar to discuss and collaborate with your
classmates on challenges that you notice/changes you are seeking to make at your school on behalf of students and
families. These problems of practice discussions will be directly connected to WEPOP Policy Workshop Days.

Work Days : Work days may include time to work on Final Performance Assessment (i.e., Teaching Portfolio),
Review your Resume, Practice Interviewing/Job Fair Prep, and discuss Teacher Licensure

TBD: Tentative Topics

Weeks 5, 6, 9, 12, 13 are TBD on the syllabus because we want to gather your input regarding what topics are most
relevant to you and your current practice. Topics that have been discussed in past seminars are listed below. We will
be sending out a survey to get your feedback during the first weeks of the semester.

● Restorative Justice ● Virtual Learning & Online ● Time Management/Mental

● Collaboration/Co-Teaching Tools Health / Self-Compassion
● Families - Relationships, ● Anti-Bias Anti-Racist Practices ● Developing and Implementing
Incarcerated Parents, (ABAR) & Community Standards-Based IEPs in
Homelessness Resources Inclusive Settings
● Approaches to Behavior / ● Teaching Standards, Ethics, ● Suggestions you have!
Social-Emotional Learning and Professionalism
● Building Curriculum ● Designing the Physical
Environment

Teaching Standards Dual Major-Program (Elementary Education & Special Education Standards)

UW-Madison - Knowledge Standards

Standard Area 1. Learner and Learning Environment: Teachers use knowledge of learners and human
development to create responsive, inclusive, and respectful learning activities and environments that maximize
learners’ cognitive, linguistic, social, emotional, and physical development.

1.4 Learning environments change as technologies and information resources change.

Standard Area 5. Professionalism and Ethics: Teachers exhibit professionalism and adhere to ethical
practices as they continue their own development and collaborate with others to improve their profession,
school communities, and outcomes for students and families.

5.2 How teachers’ reflection on their practices and assumptions informs instruction, helping teachers
create and modify future learning activities that enhance learners’ learning.

Reflection on assumptions includes knowing there are multiple ways of knowing that may differ
among students and their teachers.

5.3 That learning is a reciprocal activity that connects and affects both learner and teacher.

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 5.4 How to identify and ethically use available resources to maximize planning, assessing,
instructing/engaging, and communicating with students, their families, and other educators.

5.5 Professional ethics; and state and federal law requirements, state and district policies and
regulations that guide their interactions with and communications about students, colleagues,
parents and communities, and their performances as teachers.

UW-Madison - Performance Standards

Standard Area 1. Learner and Learning Environment: Teachers use knowledge of learners and human
development to create responsive, inclusive, and respectful learning activities and environments that maximize
learners’ cognitive, linguistic, social, emotional, and physical development.

1.3 Reflect on and meaningfully justify decisions relating to the learner and the learning environment.

Standard Area 2. Planning: Teachers use knowledge of learners, contexts, disciplines, pedagogies and
standards to plan and adjust developmentally appropriate and challenging learning activities and assessments.

2.4 Reflect on and meaningfully justify planning decisions and base justifications in knowledge of
learners, development, curriculum, pedagogies, and resources.

Standard Area 3. Engagement and Instruction: Teachers use knowledge of learners, contexts, disciplines,
pedagogies and standards to implement planned and unplanned developmentally appropriate, challenging, and
learner-responsive learning activities and maintain safe, inclusive, and respectful learning environments.

3.7 Reflect on and meaningfully justify decisions relating to engagement and instruction and base
justifications in knowledge of learners, development, curriculum, and evidence-based pedagogies
and resources.

Standard Area 4. Assessment: Teachers create and implement meaningful assessments and use assessment
results to inform instruction, communicate with parents and others, and provide feedback to learners to guide
their future performance and learning.

4.5 Reflect and meaningfully justify assessment decisions, considering the strengths and limitations
of assessment methods in relation to learners’ characteristics and experiences, development,
curriculum, pedagogies, and resources.

Standard Area 5. Professionalism and Ethics: Teachers exhibit professionalism and adhere to ethical
practices as they continue their own development and collaborate with others to improve their profession,
school communities, and outcomes for students and families.

5.8 Reflect on and meaningfully justify decisions relating to professionalism and ethics and how
professionalism and ethics inform their practices, decisions, and communications

University Policies and Supports

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Diversity & Inclusion Statement: Diversity is a source of strength, creativity, and innovation for UW-
Madison. We value the contributions of each person and respect the profound ways their identity,
culture, background, experience, status, abilities, and opinion enrich the university community. We
commit ourselves to the pursuit of excellence in teaching, research, outreach, and diversity as
inextricably linked goals. The University of Wisconsin-Madison fulfills its public mission by creating a
welcoming and inclusive community for people from every background – people who as students, faculty,
and staff serve Wisconsin and the world.
Accommodations For Students With Disabilities: The University of Wisconsin-Madison supports the
right of all enrolled students to a full and equal educational opportunity. The Americans with Disabilities
Act (ADA), Wisconsin State Statute (36.12), and UW-Madison policy (Faculty Document 1071) require
that students with disabilities be reasonably accommodated in instruction and campus life. Reasonable
accommodations for students with disabilities is a shared faculty and student responsibility. Students are
expected to inform faculty [me] of their need for instructional accommodations by the end of the third
week of the semester, or as soon as possible after a disability has been incurred or recognized. Faculty [I],
will work either directly with the student [you] or in coordination with the McBurney Center to identify
and provide reasonable instructional accommodations. Disability information, including instructional
accommodations as part of a student's educational record, is confidential and protected under FERPA.
(See: McBurney Disability Resource Center)

Religious observances: Students who miss course virtual activities while electing to participate in
religious activities will be allowed to make up missed work, provided that they inform their supervisor
and CT of such obligations during the first two weeks of the semester. Please reference the ACADEMIC
CALENDAR & RELIGIOUS OBSERVANCES
Technology Requirements: Students must be able to access the course website, email, the Internet and
all components of our Canvas site, Adobe PDF Reader, Virtual Video Conferencing, and Microsoft Office
software to participate in the course.

Social Media: Student Teachers are expected to use technology in a responsible manner. Students
should review placement school policies and procedures and consult with their Cooperating Teacher and
Principal if they have questions. Please refrain from the following: (1) identifying P-12 pupils in a public
online presence; (2) associating with students or families through social media; (3) posting disparaging
comments about school or district staff, School of Education program faculty/staff, families, peers, or any
other members of the school or campus community. Please be aware that school and community
members may access personal social media sites. Students’ role in the classroom and job opportunities
have been compromised when others have viewed what they have deemed to be inappropriate materials
posted to such sites. Students are strongly encouraged to review their own social network sites with this
in mind.

Privacy of Student Information & Digital Tools: Teaching & Learning Analytics: The privacy and
security of faculty, staff and students’ personal information is a top priority for UW-Madison. The
university carefully reviews and vets all campus-supported digital tools used to support teaching and
learning, to help support success through learning analytics, and to enable proctoring capabilities. UW-
Madison takes necessary steps to ensure that the providers of such tools prioritize proper handling of
sensitive data in alignment with FERPA, industry standards and best practices.

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Under the Family Educational Rights and Privacy Act (FERPA which protects the privacy of student
education records), student consent is not required for the university to share with school officials those
student education records necessary for carrying out those university functions in which they have
legitimate educational interest. 34 CFR 99.31(a)(1)(i)(B). FERPA specifically allows universities to
designate vendors such as digital tool providers as school officials, and accordingly to share with them
personally identifiable information from student education records if they perform appropriate services
for the university and are subject to all applicable requirements governing the use, disclosure and
protection of student data.

Privacy of Student Records & the Use of Audio Recorded Lectures: See information about privacy of
student records and the usage of audio-recorded lectures. Lecture materials and recordings for this
course are protected intellectual property at UW-Madison. Students in this course may use the materials
and recordings for their personal use related to participation in this class. Students may also take notes
solely for their personal use. If a lecture is not already recorded, you are not authorized to record my
lectures without my permission unless you are considered by the university to be a qualified student
with a disability requiring accommodation. Students may not copy or have lecture materials and
recordings outside of class, including posting on internet sites or selling to commercial entities. Students
are also prohibited from providing or selling their personal notes to anyone else or being paid for taking
notes by any person or commercial firm without the instructor’s express written permission.
Unauthorized use of these copyrighted lecture materials and recordings constitutes copyright
infringement and may be addressed under the university’s policies, UWS Chapters 14 and 17, governing
student academic and non-academic misconduct.

Students’ Rules, Rights & Responsibilities

During the global COVID-19 pandemic, we must prioritize our collective health and safety to keep
ourselves, our campus, and our community safe. As a university community, we must work together to
prevent the spread of the virus and to promote the collective health and welfare of our campus and
surrounding community. Please review the most updated UW-Madison COVID-19 response and policies
here.

Student Support Services: Please reach out to the following for support.
● McBurney Disability Resource Center
● University Health Services
● Undergraduate Academic Advising and Career Services
● Office of the Registrar
● Office of Student Financial Aid
● Dean of Students Office

Course Evaluations: Students will be provided with an opportunity to evaluate this course and your
learning experience. Student participation is an integral component of this course, and your feedback is
important. We strongly encourage you to participate in the course evaluation.

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Digital Course Evaluation (AEFIS): UW-Madison now uses an online course evaluation survey tool,
AEFIS. In most instances, you will receive an official email two weeks prior to the end of the semester
when your course evaluation is available. You will receive a link to log into the course evaluation with
your NetID where you can complete the evaluation and submit it, anonymously. Your participation is an
integral component of this course, and your feedback is important to me. I strongly encourage you to
participate in the course evaluation.

References

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