Our Courses

Course Description: Scholars learn four (4) classroom strategies for instructing children. These are “toolbox” strategies that all teachers use given the curriculum, developmental learning goals and outcomes, the goals of the unit/lesson, and the instructional setting. Scholars learn to use 

• direct instruction, 

• inquiry-based instruction,

• problem/project-based instruction and 

• outcome-based instruction.

This course is essential for all teaching licenses.

Required Text(s)/Materials: None

Course Description: Scholars know and use the five standards for the preparation of teachers of mathematics, including Eight Mathematics Teaching Practices set forth by the National Council for Teachers of Mathematics. These include - 

• establishing mathematics goals to focus learning, 

• implementing tasks that promote reasoning and problem solving, 

• using and connecting mathematical representations, 

• facilitating meaningful mathematical discourse, 

• posing purposeful questions, 

• building procedural fluency from conceptual understanding, 

• supporting productive struggle in learning mathematics, and 

• eliciting and using evidence of student thinking.

This course is designed for 4K-9 teachers as well as secondary mathematics teachers.

Required Text(s)/Materials: TBD

Course Description: Scholars learn philosophic bases for classroom management strategies and how to use differing strategies given stages of child development and diverse student behavioral and classroom management issues. These are “toolbox” strategies for all teacher licenses. 

Scholars learn and understand the uses of - 

• logical consequences, 

• assertive discipline, 

• restorative justice, discipline with dignity,

• choice theory and 

• Positive Behavior Interventions and Supports.

This course is essential for all teaching licenses.

Required Text(s)/Materials: None

Course Description: Scholars develop competencies in the nine (9) pillars of science-based early literacy instruction required by WI Act 20.  The pillars are– 

• Phonological awareness

• Phonemic awareness

• Phonics

• Building background knowledge

• Oral language development

• Vocabulary development

• Instruction in writing

• Instruction in comprehension

• Reading fluency.

This course meets the statutory stipulation requirement of PI 34.022(6) Reading and Language Arts.

Required Text(s)/Materials: 240tutoring.com

Course Description: Scholars know and support the educational value and curricular objectives of art, music, and physical education and in the EC - grade 9 regular education curriculum.  

This course bridges the Wisconsin and National teaching standards in art, music, and physical education to provide a comprehensive foundation for nurturing young learners' creative expression and well-being.

• Art: Master strategies to cultivate visual literacy, explore diverse media and techniques, and guide students in crafting meaningful artistic responses.

• Music: Develop understanding of aural development, unlock the joy of music creation and appreciation, and learn to design engaging musical experiences for all learners.

• Physical Education: Use  movement science, effective methods for promoting physical literacy and healthy habits, and create inclusive activities that foster kinesthetic intelligence and teamwork.

This course is essential for 4K-9 teachers and partially fulfills the requirements of PI 34.021(1)(c) - Content knowledge for subject area programs.

Required Text(s)/Materials: 

Lively Learning, Using the Arts to Teach the K-8 Curriculum.  link to purchase through Amazon.com (Link provided for convenience. You may purchase anywhere you prefer to.)

Course Description: Scholars learn theories, concepts, and best practices for modifying and/or intervening with initial instruction to ensure student learning. Instruction includes 

• Universal Design for Learning to understand and remove systemic barriers to teaching and learning, 

• Response to Intervention (RtI) for remediating initial learning errors, 

• Individual Education Plans for planning and guiding teaching and learning for students with exceptionalities, 

• 504 Plans for addressing the teaching and learning needs of students with disabilities, 

• Positive Behavior Interventions and Supports to consider and support how students interact with the learning environment to increase successful learning. 

Scholars understand and develop strategies for differentiating instruction based upon student needs.

This course is essential for all teaching licenses.

Required Text(s)/Materials: None

Course Description: Scholars know and use the six NSTA/ASTE Standards for Science Teacher Preparation for students in grades 1-6. 

Scholars use

• content knowledge,

• content pedagogy,

• learning environments,

• safety,

• impact on student learning, and

• professional knowledge and skills

to cause developmentally-appropriate student learning in the earth/space, life science, and physical science disciplines.

This course is designed for 4K-9 teachers as well as secondary science teachers.

Required Text(s)/Materials: TBD

Course Description: 

Scholars know and understand the social studies disciplines including disciplinary concepts, facts, and tools; structures of inquiry; and forms of representation related to economics, geography, government, history, and the social sciences (NCSS).  Scholars learn how to - 

• plan learning sequences that leverage social studies knowledge and literacies, technology, and theory and research to support the civic competence of learners. 

• design and implement instruction and authentic assessments, informed by data literacy and learner self-assessment, that promote civic competence. 

• plan and implement relevant and responsive pedagogy, create collaborative and interdisciplinary learning environments, and prepare learners to be informed advocates for an inclusive and equitable society.  

• reflect and expand upon their social studies knowledge, inquiry skills, and civic dispositions to advance social justice and promote human rights through informed action in schools and/or communities.

This course is designed for 4K-9 teachers as well as secondary social studies teachers.

Required Text(s)/Materials: TBD

Course Description: Scholars know and understand theories and principles of human growth and development from conception through adolescence with a focus on the interrelatedness of physical, cognitive, and social-emotional aspects of child development. 

• Special emphasis is placed on the theories of Piaget, Vygotsky, Erickson, Gardner, Dweck, and Chapman.  

• Development is studied in the context of family, gender, culture, language, ability, socio-economics, diversity, and society, as these factors influence a child’s development. 

Scholars acquire the knowledge and skills essential to the care and guidance of children. 

This course is essential for all teacher licenses.

Required Text(s)/Materials: TBD

Course Description: Scholars understand and integrate knowledge of the history , culture, and tribal sovereignty of American Indian tribes and bands located in Wisconsin into the regular curriculum.

This course is presented as a self-paced, asynchronous online module.  Scholars self-register, are provided study materials, and take a required assessment when ready.

This course meets the statutory stipulation requirements of PI 34.022(3)(a).

Required Text(s)/Materials: Provided

Course Format: Registrants will be given access to a Google Classroom site with all materials provided. There will be one meeting with Dr. Williams to review course progress that the scholar will initiate upon reaching the course midpoint.

Completion Deadline: You will receive an email invitation to the course from the Project Specialist within 24-48 business hours after registration. Current TDC Scholars will have until the end of the semester and other registrants have 6 months from the registration date to complete this course.

Course Description: Scholars understand and integrate knowledge of the history, culture, and contributions of women and various racial, cultural, language, and economic groups in the United States in the regular curriculum.

The course is presented as a self-paced, asynchronous online module.  Scholars self-register, are provided study materials, and take a required assessment when ready. 

This course meets the statutory stipulation requirements of PI 34.022(3)(b) - Equity

Required Text(s)/Materials: Provided

Course Format: Registrants will be given access to a Google Classroom site with all materials provided. There will be one meeting with Dr. Williams to review course progress that the scholar will initiate upon reaching the course midpoint.

Completion Deadline: You will receive an email invitation to the course from the Project Specialist within 24-48 business hours after registration. Current TDC Scholars will have until the end of the semester and other registrants have 6 months from the registration date to complete this course.

Course Description: Scholars understand and integrate knowledge of the philosophical and psychological bases for attitude development and change into the regular curriculum.

This course is presented as a self-paced, asynchronous online module.  Scholars self-register, are provided study materials, and take a required assessment when ready.

This course meets the statutory stipulation requirements of PI 34.022(3)(c).

Required Text(s)/Materials: Provided

Course Format: Registrants will be given access to a Google Classroom site with all materials provided. There will be one meeting with Dr. Williams to review course progress that the scholar will initiate upon reaching the course midpoint.

Completion Deadline: You will receive an email invitation to the course from the Project Specialist within 24-48 business hours after registration. Current TDC Scholars will have until the end of the semester and other registrants have 6 months from the registration date to complete this course.

Course Description: Scholars understand and integrate knowledge of the psychological and social implications of discrimination, including racism and sexism in the United States into the regular curriculum, and understand equity issues in the evaluation and assessment of the forces of discrimination, especially racism and sexism on administrators, teachers, pupils, assessment, curriculum, and instruction in schools.

This course is presented as a self-paced, asynchronous online module.  Scholars self-register, are provided study materials, and take a required assessment when ready.

This course meets the statutory stipulation requirements of PI 34.022(3)(d) and (e).

Required Text(s)/Materials: Provided

Course Format: Registrants will be given access to a Google Classroom site with all materials provided. There will be one meeting with Dr. Williams to review course progress that the scholar will initiate upon reaching the course midpoint.

Completion Deadline: You will receive an email invitation to the course from the Project Specialist within 24-48 business hours after registration. Current TDC Scholars will have until the end of the semester and other registrants have 6 months from the registration date to complete this course.

Course Description: Scholars develop competencies in the nine (9) pillars of science-based early literacy instruction required by WI Act 20.  The pillars are– 

• Phonological awareness

• Phonemic awareness

• Phonics

• Building background knowledge

• Oral language development

• Vocabulary development

• Instruction in writing

• Instruction in comprehension

• Reading fluency.

This course meets the statutory stipulation requirement of PI 34.022(6) Reading and Language Arts.

Required Text(s)/Materials: 240tutoring.com

Course Description: Scholars learn procedures used for 

• identifying, 

• assessing, and 

• providing education for children with disabilities.  

Instruction includes -

• the roles and responsibilities of regular and special education providers and 

• curriculum modifications.

This course meets the statutory stipulation requirements of PI 34.022(7) Children With Disabilities.

Required Text(s)/Materials: Provided

Course Format: Registrants will be given access to a Google Classroom site with all materials provided. There will be one meeting with Dr. Williams to review course progress that the scholar will initiate upon reaching the course midpoint.

Completion Deadline: You will receive an email invitation to the course from the Project Specialist within 24-48 business hours after registration. Current TDC Scholars will have until the end of the semester and other registrants have 6 months from the registration date to complete this course.

Course Description: Scholars learn strategies classroom teachers use to help ease conflict and build healthy relationships between students and staff. Three skill sets are developed -

• Resolving conflicts between pupils and pupils, and pupils and staff,

• Teaching pupils methods to resolve conflicts between pupils, including peer mediation,

• Addressing crises, including violent, disruptive, potentially violent or potentially disruptive that may arise in a school or during school activities.. 

This course meets the statutory stipulation requirements of PI 34.15(4). Conflict Resolution.

Required Text(s)/Materials: Provided

Course Format: Registrants will be given access to a Google Classroom site with all materials provided. There will be one meeting with Dr. Williams to review course progress that the scholar will initiate upon reaching the course midpoint.

Completion Deadline: You will receive an email invitation to the course from the Project Specialist within 24-48 business hours after registration. Current TDC Scholars will have until the end of the semester and other registrants have 6 months from the registration date to complete this course.

Course Description: Scholars understand and integrate knowledge of environmental education, including the conservation of natural resources into the regular curriculum.

This course is presented as a self-paced, asynchronous online module.  Scholars self-register, are provided study materials, and take a required assessment when ready.

This course meets the statutory stipulation requirements of PI 34.022(3)(c) for Scholars seeking any of the following licenses - early childhood regular education, elementary and middle school regular education, science, or social studies.

Required Text(s)/Materials: Provided

Course Format: Registrants will be given access to a Google Classroom site with all materials provided. There will be one meeting with Dr. Williams to review course progress that the scholar will initiate upon reaching the course midpoint.

Completion Deadline: You will receive an email invitation to the course from the Project Specialist within 24-48 business hours after registration. Current TDC Scholars will have until the end of the semester and other registrants have 6 months from the registration date to complete this course.

Course Description: Cooperative marketing and consumer cooperatives for licenses in agriculture, economics, and social studies. This course meets the statutory stipulation requirements of PI 34.022(1) for Scholars seeking licenses in agriculture, economics, and social studies. in accordance to Wisconsin State statute §118.19(6) and PI 34.022(1). 

Required Text(s)/Materials: Provided

Course Format: Registrants will be given access to a Google Classroom site with all materials provided. There will be one meeting with Dr. Williams to review course progress that the scholar will initiate upon reaching the course midpoint.

Completion Deadline: You will receive an email invitation to the course from the Project Specialist within 24-48 business hours after registration. Current TDC Scholars will have until the end of the semester and other registrants have 6 months from the registration date to complete this course.

Course Description: Scholars understand and apply  knowledge of the role and responsibilities of a teacher through a student teaching experience that meets all the requirements under PI 34.023, and a teacher’s professional ethics and responsibilities, including mandatory reporting requirements under WI Stat. 48.981..

This course is presented as a self-paced, asynchronous online module.  Scholars self-register, are provided study materials, and take a required assessment when ready.

This course meets the statutory stipulation requirements of PI 34.022(5) and (8).

Required Text(s)/Materials: Provided

Course Format: Registrants will be given access to a Google Classroom site with all materials provided. There will be one meeting with Dr. Williams to review course progress that the scholar will initiate upon reaching the course midpoint.

Completion Deadline: You will receive an email invitation to the course from the Project Specialist within 24-48 business hours after registration. Current TDC Scholars will have until the end of the semester and other registrants have 6 months from the registration date to complete this course.

Course Description: Scholars seeking a supplemental license as a Bilingual/Bicultural teacher understand and apply the National Dual Language Education Teacher Preparation Standards.  The holder of a Bilingual/Bicultural license must hold an initial teaching license in regular education or content subjects.

Scholars learn to

• assess the strengths and weaknesses of bilingualism and biliteracy in the educational setting and the equity status of the bilingual pupil,

• evaluate the cultural content of the regular curriculum and deliver student-centered, standards-based lessons that bridge language and linguistic barriers,

• understand the sociocultural construction of curriculum related to language and literacy assist bilingual pupils to achieve sociocultural equity and competence in the school,

• create and deliver dual language lessons that ensure all pupils have access to and achieve competence in the regular curriculum,

• assess bilingual pupils and accurately monitor and report pupil progress on a variety of measures,

• advocate for bilingual pupils and bilingualism/biliteracy in the educational setting, especially in conflicts of culture and power, and

• collaborate with colleagues, families, and school leaders to establish the most beneficial dual language program for the pupils and school. 

These courses are required for Scholars seeking a supplemental license as a Bilingual/Bicultural teacher.

Required Text(s)/Materials: TBD

Course Description: Scholars seeking a supplemental license as a Bilingual/Bicultural teacher understand and apply the National Dual Language Education Teacher Preparation Standards.  The holder of a Bilingual/Bicultural license must hold an initial teaching license in regular education or content subjects.

Scholars learn to

• assess the strengths and weaknesses of bilingualism and biliteracy in the educational setting and the equity status of the bilingual pupil,

• evaluate the cultural content of the regular curriculum and deliver student-centered, standards-based lessons that bridge language and linguistic barriers,

• understand the sociocultural construction of curriculum related to language and literacy assist bilingual pupils to achieve sociocultural equity and competence in the school,

• create and deliver dual language lessons that ensure all pupils have access to and achieve competence in the regular curriculum,

• assess bilingual pupils and accurately monitor and report pupil progress on a variety of measures,

• advocate for bilingual pupils and bilingualism/biliteracy in the educational setting, especially in conflicts of culture and power, and

• collaborate with colleagues, families, and school leaders to establish the most beneficial dual language program for the pupils and school. 

These courses are required for Scholars seeking a supplemental license as a Bilingual/Bicultural teacher.

Required Text(s)/Materials: TBD

Course Description: Scholars seeking a supplemental license as a Bilingual/Bicultural teacher understand and apply the National Dual Language Education Teacher Preparation Standards.  The holder of a Bilingual/Bicultural license must hold an initial teaching license in regular education or content subjects.

Scholars learn to

• assess the strengths and weaknesses of bilingualism and biliteracy in the educational setting and the equity status of the bilingual pupil,

• evaluate the cultural content of the regular curriculum and deliver student-centered, standards-based lessons that bridge language and linguistic barriers,

• understand the sociocultural construction of curriculum related to language and literacy assist bilingual pupils to achieve sociocultural equity and competence in the school,

• create and deliver dual language lessons that ensure all pupils have access to and achieve competence in the regular curriculum,

• assess bilingual pupils and accurately monitor and report pupil progress on a variety of measures,

• advocate for bilingual pupils and bilingualism/biliteracy in the educational setting, especially in conflicts of culture and power, and

• collaborate with colleagues, families, and school leaders to establish the most beneficial dual language program for the pupils and school. 

These courses are required for Scholars seeking a supplemental license as a Bilingual/Bicultural teacher.

Required Text(s)/Materials: TBD

Course Description:

This course is based upon WTS and CEC standards for preparing teachers of children with exceptional needs in K-12 classrooms. Scholars will be prepared in the expertise required for the safe, equitable, and effective instruction of all children with exceptional needs.

Scholars will –

• understand, discuss, and integrate the technical and legal aspects of special education into their CCSE coursework and school assignment.

• understand and analyze the differences in development of individuals with and without exceptionality(ies),

• understand, analyze, and evaluate the differences in educational programming for individuals with exceptionality(ies).

Required Text(s)/Materials: None

Course Description:

This course is based upon WTS and CEC standards for preparing teachers of children with exceptional needs in K-12 classrooms. Scholars will be prepared in the expertise required for the safe, equitable, and effective instruction of all children with exceptional needs.

Scholars will –

1. understand the central concepts and structures of the discipline and the tools of inquiry related to subject content areas they teach.

2. demonstrate the planning and teaching of fundamental knowledge, concepts, and skills of the academic subject content areas they teach.

3. demonstrate the ability to organize knowledge, integrate cross-disciplinary skills and develop learning progressions in the subject content areas they teach.

4. demonstrate the ability to collaborate with regular education teachers in teaching content of regular education to individuals with exceptionalities.

5. understand and discuss measurement theory and practice, issues of validity, reliability, norms, bias, and interpretation of assessment results.

6. understand the legal principles and ethical principles of measurement and assessment related to special education referral, eligibility, program planning, individualized instruction, learning, and placement of individuals with exceptionalities.

7. understand the appropriate use and limitations of various assessments.

8. collaborate with families to ensure unbiased, meaningful assessments and decision making.

9. conduct formal assessments or behavior, learning, and achievement to support the growth and development of individuals with exceptionalities.

10. integrate the results of assessments to develop long-range individualized education plans and interpret these into carefully selected shorter range goals and objectives.

11. use available technologies to support assessments

Required Text(s)/Materials: None

Course Description:

This course is based upon WTS and CEC standards for preparing teachers of children with exceptional needs in K-12 classrooms. Scholars will be prepared in the expertise required for the safe, equitable, and effective instruction of all children with exceptional needs.

Scholars will –

1. use knowledge of individuals’ development, learning needs, and assessment data to inform decisions about effective instruction.

2. use 

• explicit instructional strategies,

• effective active engagement strategies, and

• increased motivation 

to individualize instruction for each child.

3. use 

• whole group,

• flexible group,

• small group, and

• individualized

instruction to access the regular curriculum for children with exceptionalities.

4. teach children with exceptionalities to use meta-cognitive strategies to support and self-regulate their learning. 

Required Text(s)/Materials: None

Course Description:

This course is based upon WTS and CEC standards for preparing teachers of children with exceptional needs in K-12 classrooms. Scholars will be prepared in the expertise required for the safe, equitable, and effective instruction of all children with exceptional needs.

Scholars will –

1. Understand the attributes of a safe, respectful, and productive learning environment,

2. use effective and efficient routines to create and maintain safe, respectful, and productive learning environments,

2. understand and use preventive and responsive practices to support social, emotional and education well-being of students with exceptionalities, 

3. understand and use data to identify the purpose/function of problem behaviors,

4. plan, implement, and evaluate behavioral interventions and social skills programs, and

5. apply team processes and communication strategies to collaborate with families, paraprofessionals, and other educators to plan programs and access services for serve students with exceptionalities and their families.

Required Text(s)/Materials: None

Course Description: Scholars seeking an Early Childhood Regular Education license understand and apply the professional standards and competencies for early childhood educators and use developmentally appropriate practices (NAEYC).  This standards-based course prepares Scholars for effective instruction of children in the birth to grade 3 age group both in school and childcare settings.

In this course Scholars 

• build strong family partnerships,

• hone observation and assessment skills,

• master developmentally appropriate teaching methods,

• integrate academic content seamlessly, and

• embrace cultural and linguistic diversity.

These courses are required for a birth to grade 3 regular education license.

Required Text(s)/Materials: TBD

Course Description: Scholars seeking an Early Childhood Regular Education license understand and apply the professional standards and competencies for early childhood educators and use developmentally appropriate practices (NAEYC).  This standards-based course prepares Scholars for effective instruction of children in the birth to grade 3 age group both in school and childcare settings.

In this course Scholars 

• build strong family partnerships,

• hone observation and assessment skills,

• master developmentally appropriate teaching methods,

• integrate academic content seamlessly, and

• embrace cultural and linguistic diversity.

These courses are required for a birth to grade 3 regular education license.

Required Text(s)/Materials: TBD

Course Description: Scholars seeking an Early Childhood Special Education license understand and apply the initial practice-based standards for early interventionists/early childhood special education (CEC).  These standards-based courses prepare Scholars for effective instruction of children with special needs in the birth to grade 3 age group both in school and childcare settings.

Scholars

• learn theories and philosophies of early learning and development

• understand the characteristics, etiologies, and individual differences across various abilities, including developmental delays and disabilities,

• develop family-centered practices,

• apply teaming and collaborative skills and processes in working with colleagues, families, and community partners,

• use processes of formal and informal assessment to guide instructional designs and practices, and

• collaboratively use interactions and interventions to ensure child access to and developmentally appropriate success in the early childhood curriculum.

These courses are required for an EC Special Education license.

Required Text(s)/Materials: TBD

Course Description: Scholars seeking an Early Childhood Special Education license understand and apply the initial practice-based standards for early interventionists/early childhood special education (CEC).  These standards-based courses prepare Scholars for effective instruction of children with special needs in the birth to grade 3 age group both in school and childcare settings.

Scholars

• learn theories and philosophies of early learning and development

• understand the characteristics, etiologies, and individual differences across various abilities, including developmental delays and disabilities,

• develop family-centered practices,

• apply teaming and collaborative skills and processes in working with colleagues, families, and community partners,

• use processes of formal and informal assessment to guide instructional designs and practices, and

• collaboratively use interactions and interventions to ensure child access to and developmentally appropriate success in the early childhood curriculum.

These courses are required for an EC Special Education license.

Required Text(s)/Materials: TBD

Course Description: Scholars seeking a license as an English as Second Language teacher understand and apply the Standards for Initial TESOL Pre-K-12 Teacher Preparation and the WIDA English Language Standards Framework to instruct students using a variety of LIEP models.  

Scholars

• understand and use the socio cultural and linguistic characteristics and goals of EL families and the school to establish goals for each EL,

• assess ELs to establish annual goals for language and content acquisition,

• collaborate with grade level/content teachers to instruct ELs using standards-based, EL-centered, and developmentally-appropriate instructional strategies

• use classroom-based and language proficiency assessments to make instructional decisions and report annual language proficiency growth,

• use evidence-based strategies (CALLA, SIOP) to design personalized EL instruction,

• understand and federal, state, and local policies and regulation regarding EL programs, and

• collaborate with EL families to promote literacy education and assure compliance with family cultural/linguistic goals.

These courses are required for an ESL license.

Required Text(s)/Materials: TBD

Course Description: Scholars seeking a license as an English as Second Language teacher understand and apply the Standards for Initial TESOL Pre-K-12 Teacher Preparation and the WIDA English Language Standards Framework to instruct students using a variety of LIEP models.  

Scholars

• understand and use the socio cultural and linguistic characteristics and goals of EL families and the school to establish goals for each EL,

• assess ELs to establish annual goals for language and content acquisition,

• collaborate with grade level/content teachers to instruct ELs using standards-based, EL-centered, and developmentally-appropriate instructional strategies

• use classroom-based and language proficiency assessments to make instructional decisions and report annual language proficiency growth,

• use evidence-based strategies (CALLA, SIOP) to design personalized EL instruction,

• understand and federal, state, and local policies and regulation regarding EL programs, and

• collaborate with EL families to promote literacy education and assure compliance with family cultural/linguistic goals.

These courses are required for an ESL license.

Required Text(s)/Materials: TBD

Course Description: Scholars seeking a license as an English as Second Language teacher understand and apply the Standards for Initial TESOL Pre-K-12 Teacher Preparation and the WIDA English Language Standards Framework to instruct students using a variety of LIEP models.  

Scholars

• understand and use the socio cultural and linguistic characteristics and goals of EL families and the school to establish goals for each EL,

• assess ELs to establish annual goals for language and content acquisition,

• collaborate with grade level/content teachers to instruct ELs using standards-based, EL-centered, and developmentally-appropriate instructional strategies

• use classroom-based and language proficiency assessments to make instructional decisions and report annual language proficiency growth,

• use evidence-based strategies (CALLA, SIOP) to design personalized EL instruction,

• understand and federal, state, and local policies and regulation regarding EL programs, and

• collaborate with EL families to promote literacy education and assure compliance with family cultural/linguistic goals.

These courses are required for an ESL license.

Required Text(s)/Materials: TBD

Course Description: Grounded in Wisconsin Teacher Standards and the Wisconsin Standards for ELA, this course guides Scholars through a deep exploration of adolescent development, inclusive and anti-biased curriculum design, and the integrated nature of ELA instruction. Participants examine student demographic data to design learning environments responsive to cultural, linguistic, and developmental diversity. Emphasis is placed on differentiated instruction, equity, and the critical role of language in shaping identity, agency, and social understanding.

Throughout the course, Scholars develop and assess lesson plans aligned with standards-based objectives, focusing on how students consume, critique, and create texts across genres and media. Assignments include demographic analyses, lesson planning, reflective writing, and assessments grounded in real-world classroom scenarios. The course also explores the connections between language, power, and cultural representation, ensuring future teachers are equipped to create inclusive, rigorous, and engaging ELA experiences for all students.

Required Text(s)/Materials: TBD

Course Description: Grounded in Wisconsin Teacher Standards (WTS) and the Wisconsin Standards for ELA, this course guides Scholars through a deep exploration of instructional strategies, assessment design, and professional growth in English Language Arts. Participants will examine explicit, inquiry-based, problem-based, and implicit instructional strategies, focusing on how to differentiate them for diverse learners while screening resources for bias. Emphasis is placed on understanding and applying close reading strategies, aligning instruction with ELA objectives, and designing lessons that engage pupils in critical analysis of texts. The course also covers the purposes and designs of formative and summative assessments, including using feedback to guide student learning and confirm mastery.

Throughout the course, Scholars will develop and submit lesson designs, assessment schedules, and feedback strategies based on in-course instruction. Assignments include reflecting on personal K-12 ELA experiences and professional development as an ELA teacher, identifying sources of professional feedback, and understanding the various communities surrounding ELA instruction. The course also explores professional associations related to ELA teaching, encouraging Scholars to engage with organizations that support ELA education and teachers.

Required Text(s)/Materials: TBD

Course Description: Science Standards 1 is a foundational course designed for Scholars pursuing a 4–12 Science teaching license. This course focuses on developing a deep understanding of the NSTA Standards for Science Teacher Preparation and their application in secondary science education. Scholars engage in rigorous study and documentation of their knowledge of major scientific concepts, disciplinary core ideas, and crosscutting principles. Through the use of the NSTA Science Content Analysis Form and alignment with the Wisconsin Standards for Science (WSS), participants demonstrate mastery in scientific content, inquiry-based instructional strategies, and the contributions of diverse scientists to the field.

In addition to content knowledge, the course emphasizes the integration of science-specific technologies, engineering practices, and safe, ethical instructional practices. Scholars create inclusive and differentiated lesson plans, conduct real-world investigations, and implement formative assessment strategies that promote equitable learning for all students. Practical assignments include the design of unit plans, safety protocols, and instructional activities that are responsive to student needs and aligned with state and national standards. 

Required Text(s)/Materials: TBD

Course Description: Science Standards 2 is a continuation course for Scholars pursuing a 4–12 Science teaching license, focusing on the implementation of effective assessment practices and professional reflection aligned with the NSTA Standards for Science Teacher Preparation. This course guides participants in designing and analyzing formative and summative assessments that align with the Wisconsin Standards for Science (WSS) and support student learning across diverse populations. Scholars use backward design to create standards-based instructional units, apply real-world and cross-disciplinary learning contexts, and examine disaggregated student performance data to inform equitable and responsive instructional decisions.

In addition to assessment literacy, the course cultivates professional growth through structured self-reflection and engagement in ongoing development opportunities. Scholars evaluate feedback from teacher evaluations, communication and disposition assessments, and use this data to plan improvements in teaching practices. They also create individualized professional development plans that include active participation in professional organizations, conferences, and collaboration with peers.

Required Text(s)/Materials: TBD

Course Description: Social Studies 1 prepares Scholars to teach 4-12 social studies curricula using the National Council for the Social Studies teacher preparation standards, the College, Career, and Civic Life (C3) Framework for Social Studies State Standards, and the WI DPI Social Studies Standards. This course examines NCSS standard two – Application of Content Through Planning – and standard three – Design and Implementation of Instruction and Assessment. 

Scholars apply the inquiry cycle of the C3 Framework to move students through an understanding of social studies content knowledge to a career and civic engagement with civics, economics, geography, history, and the social/behavioral sciences. Study of the WI DPI Social Studies Standards gives Scholars the capacity to scaffold the social studies disciplines into meaningful grade 4 through 12 instruction. 

In this course, Scholars are taught to create grade level and subject course units and lesson plans for diverse student learners, use formative and summative assessments to guide and promote every student’s learning, and inculcate students with the knowledge and skills for lifelong civic engagement.

Required Text(s)/Materials: TBD

Course Description: This course builds upon Social Studies 1 by teaching Scholars to teach social studies curricula using NCSS standard four – Socia Studies Learners and Learning – and standard five - Professional Responsibility and Informed Action. Scholars prepare instruction with an assets-based approach ensuring student and community socio-cultural-linguistic characteristics and individual student learning requirements are respected and met. Scholars learn to use disciplinary facts, concepts, and tools to teach students to use and create each discipline’s representative forms of communication. Scholars engage students in ethical reasoning to inform their understanding of issues and prepare them to be active citizens. 

Additionally, Scholars learn how social studies teachers use theory and research to serve as advocates for students and their issues of equity, diversity, power, and social justice in school, the community, and in their professional organizations.

In addition to assessment literacy, the course cultivates professional growth through structured self-reflection and engagement in ongoing development opportunities. Scholars evaluate feedback from teacher evaluations, communication and disposition assessments, and use this data to plan improvements in teaching practices. They also create individualized professional development plans that include active participation in professional organizations, conferences, and collaboration with peers.

Required Text(s)/Materials: TBD

Course Description: Scholars learn philosophic bases for classroom management strategies and how to use differing strategies given stages of child development and diverse student behavioral and classroom management issues. These are “toolbox” strategies for all teacher licenses. 

Scholars learn and understand the uses of - 

• logical consequences, 

• assertive discipline, 

• restorative justice, discipline with dignity,

• choice theory and 

• Positive Behavior Interventions and Supports.

This course is essential for all teaching licenses.

Required Text(s)/Materials: None

Course Description: This course, worth 50-clock hours, can be applied to satisfy the pedagogical requirements for the Career and Technical Education, Experience-based, and Professional Teacher Permit pathways.

Scholars learn four (4) classroom strategies for instructing children.  These are “toolbox” strategies that all teachers should be able to use given the curriculum, developmental learning goals and outcomes, the goals of the unit/lesson, and the instructional setting.  Scholars will learn about and apply in their coursework:

Scholars will learn about and apply in their coursework:

• Direct/implicit instruction

• Inquiry-based instruction

• Problem-project-based instruction

• Outcome-based instruction