UWM-WI Teacher Standards
Standard #1. A Liberal Arts Foundation with Strong Content Knowledge
Wisconsin State Teacher Standard #1: The teacher understands the central concepts, tools of inquiry, and structures of the disciplines he or she teaches and can create learning experiences that make these aspects of subject matter meaningful for students.
For UWM candidates this means drawing on strong disciplinary knowledge in liberal arts as well as knowledge of the socio-cultural and historical context of the discipline. Candidates are able to translate their knowledge of disciplinary content into appropriate instructional activities and represent this content in meaningful ways for their students. They apply rigorous and high expectations for every student and demonstrate the belief that every child is capable of and eager for learning.
Standard #2. Developmental Framework, Placing the Learner at the Center
Wisconsin State Teacher Standard #2: The teacher understands how children learn and develop, and can provide learning opportunities that support their intellectual, social, and personal development.
For UWM candidates this means basing professional practice on sound knowledge of the range of typical development, including cognition, language, social-emotional development, and gross and fine motor skills. Using knowledge of individual learners to inform their practice, candidates engage students in activities that optimize learning and development.
Candidates recognize the unique potential of the individual learner and set appropriate and high expectations for all. They simultaneously appreciate the role of their students' context, that is, their cultures and communities, in shaping their individual development. Candidates understand the historic and philosophic forces that may influence their assumptions about diverse cultures and communities.
Standard #3. Addressing Differences and Disabilities
Wisconsin State Teacher Standard #3: The teacher understands how students differ in their approaches to learning and creates instructional opportunities that are adapted to diverse learners.
For UWM candidates this means viewing all children and youth as contributing members of the larger educational environment. Candidates have a repertoire of teaching strategies to engage the full range of learners in their classes and respond to diverse needs. Candidates critically assess the impact of socio-cultural influences on our understanding of differences and work to prevent the misidentification of disabilities in the classroom.
Standard #4. A Repertoire of Instructional Strategies, Including Culturally Responsive Pedagogy
Wisconsin State Teacher Standard #4: The teacher understands and uses a variety of instructional strategies to encourage students' development of critical thinking, problem solving, and performance skills.
For UWM candidates this means being responsive to the diverse knowledge and experiences their students bring, using this background as a basis for new learning. They establish high standards for student learning and achievement and teach in ways to enable students to meet these standards, using their understanding of cultural and linguistic differences and knowledge about their students' specific cultures and communities to do so. Drawing upon a repertoire of current teaching strategies, they make discerning choices about the approach that will best achieve desired learning outcomes, always pushing students toward greater independence as learners. They are able to represent content knowledge in ways that make sense to their students. Candidates are skilled in the strategic use of technology to support instruction.
Standard #5. Active Engagement/Community of Learners
Wisconsin State Teacher Standard #5: The teacher uses an understanding of individual and group motivation and behavior to create a learning environment that encourages positive social interaction, active engagement in learning, and self-motivation.
For UWM candidates this means creating a safe learning environment in which differences among students are understood and respected. Candidates build positive relationships with every child. They select instructional approaches that ensure students are motivated and actively involved in learning. When difficult or challenging issues arise, candidates facilitate dialogue in the classroom in ways that respect and honor the concerns of every child. Emotional and behavioral support is provided in a highly skilled, positive, and respectful manner.
Standard #6. Effective Communication, Including Support for English Language Learners
Wisconsin State Teacher Standard #6: The teacher uses knowledge of effective verbal, nonverbal, and media communication techniques to foster active inquiry, collaboration, and supportive interaction in the classroom.
For UWM candidates this means modeling and practicing respectful communication in all interactions. They use effective strategies to support English language learning, respecting students' first languages and dialects and valuing them as assets. Candidates draw upon learner's backgrounds as a basis for building new knowledge for successful participation in content lessons. Effective communication is used to stimulate discussions and help learners express their ideas and thinking processes.
Standard #7. State of the Art Curriculum and Strategic Planning for Instruction
Wisconsin State Teacher Standard #7: The teacher plans instruction based upon knowledge of subject matter, students, the community, and curriculum goals.
For UWM candidates this means drawing strategically on a range of well-developed curriculum resources and instructional methods to ensure that their students meet high standards. Candidates advocate for and are skilled in planning and implementing, a rich and challenging curriculum that maximizes their students' opportunities in life. They demonstrate expertise in their subject(s) and levels of child/adolescent development as a basis for planning instruction that meets students' needs. Candidates understand the critical role literacy plays in creating lifelong opportunities for students and support the ongoing literacy learning of students across all content areas. They organize the classroom environment and the curriculum in a manner that results in students' growth and development.
Standard #8. Assessment to Ensure Student Success
Wisconsin State Teacher Standard #8: The teacher understands and uses formal and informal assessment strategies to evaluate and ensure the continuous intellectual, social, and physical development of the learner.
For UWM candidates this means demonstrating a commitment to the success of all of their students. Progress is expected for all students and assessment measures are clearly communicated in ways that motivate students to learn. Candidates use a range of assessment practices that draw upon students' strengths as well as needs. Candidates use the results of their ongoing informal and formal assessments of students to continuously improve the quality of their teaching.
Standard #9. Reflective Practitioner/Learning From One's Own Practice
Wisconsin State Teacher Standard #9: The teacher is a reflective practitioner who continually evaluates the effects of his or her choices and actions on others (students, parents, and other professionals in the learning community) and who actively seeks out opportunities to grow professionally.
For UWM candidates this means reflecting on their teaching effectiveness and their utilization of equitable educational practices to create positive change and to address achievement gaps in the communities in which they teach. They reflect upon the relationships between broader socio-cultural contexts, communities, schools and educators, and continually work to incorporate those factors into their teaching. They work effectively with their peers as part of a community of learners and support their peers in ongoing professional growth. They view themselves as lifelong learners committed to enhancing professional practice and deepening their knowledge in their respective fields. Candidates take responsibility for their practice and are accountable for student learning. They are reflective about the quality of their teaching, evaluate the effects of their practice, and change their approaches when goals are not met.
Standard #10. Collaboration/Family Partnerships/Community Involvement
Wisconsin State Teacher Standard #10: The teacher fosters relationships with school colleagues, parents, and agencies in the larger community to support students' learning and well being.
For UWM candidates this means identifying and valuing the communities in which their students live. They take responsibility for learning about the community, its assets, and its resources. They identify and access community resources and collaborate with community and agency staff to support the educational process. Candidates reach out to their students' families and, through regular communication and collaboration with family members, build strong relationships to help students learn. They understand that all families want their children to be well educated, and they draw on assets that exist within their students' families to reach this goal.
