The Teacher Education Program at UW-Eau Claire strives to produce teachers of high quality. All teacher education candidates are measured against the Wisconsin Teaching Standards (WTS). Tasks and assignments associated with the course objectives and WTS are intended as evidence of growth and development toward becoming a professional educator.
An eleventh standard, Collaborative Leadership (CL) is a standard unique to the UW-Eau Claire Teacher Education Program.
- Collaborative leadership is the intentional and skillful management of relationships that enables others to succeed individually while accomplishing a collective outcome.
- Collaborative leaders ably facilitate the involvement of two or more people in a group working toward a shared outcome in a manner that reflects collective ownership, authorship, use, or responsibility.
- Collaboration is not the outcome or goal. Collaborations are processes that, when successful, align people’s actions to accomplish a goal or solve a problem.
- Collaborative leaders possess knowledge, skills, and dispositions that enable them to carry out leaderful actions such as optimizing assets, seeking new solutions, sustaining focus, promoting trust, or setting and monitoring goals and progress
|ES 357 Course Objectives||WTS||Evidence|
|Preservice teachers will be able to describe "mathematical thinking" and its importance.||1||Writing assignments|
|To gain broad understanding of the 6-12 mathematics curriculum.||1||Writing assignments|
|Teachers will approach mathematics and the learning of mathematics as more than procedural knowledge.||1||Writing & practice assignments|
|Teachers will understand the structures within the discipline, the history, and how technology interacts with curricula.||1||Writing assignments|
|Teachers will be able to provide learning opportunities that support children's intellectual, social, and personal development based on understand how they learn and develop.||2||Problem solving observation|
|Teachers will understand how students differ in their approaches to learning and create instructional opportunities that are adapted to diverse learners.||3||Problem solving observation|
|Teachers will plan instruction based upon the structure of mathematics, the environment (students, community, etc.), and curriculum goals.||7||Problem solving observation|
|Teachers will understand and use a variety of assessment strategies to evaluate and ensure the development of the learner.||8||Practice assigments and Problem solving observation|
|Teachers are reflective practitioners who continually evaluate the effectiveness of their decisions and make modifications base on experience and the experience of others.||9, CL||Continual improvement and Teacher practice assignments|