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When I set out to make a point on my blog, it still surprises me at this "early" stage of getting my feet that people will not only take what I say seriously but run with it. Last week was a bit of a whirlwind for me – not just because I had a Serious Thing to Say, but that so many people agreed with me and passed the message on. There was also the usual round of criticism and I anticipated that. But the fact that it got discussed and debated and hotly argued over is really what impressed me. I like it when the things I think about open up a dialogue and make the gears start going with regards to our culture and how our language is symbolic of it. There were blog posts, comments and I even got linked as part of a larger post on WoW Insider. I do want to address some things though before I tackle that particular hornets nest.
First of all, I felt like some people focused exceptionally hard on the precise terms I used. Is "slut plate" a term that has landslide usage? That could be debated, I move around in different circles than other people and I could say that they might be more prone to using the term. However, is "slut plate" indicative of an very damaging, problematic concept that's been going on for a while now? Oh, I do think so. (Warning: sexism/rape triggers) The screenshot linked as well as the header image are the search terms that lead to my blog – I know it was a joke tossed around that this is was a monster I birthed into being but I present to you some damning evidence that this is something that lurks in the hearts of many people who type things into Google. "Sassy plate" was my lighthearted attempt to at least use a term that didn't feel so negative. I didn't feel like people had to use it, but it felt a fair shade better than referring to something in such a harmful way.
The second and larger problem with talking about "slut plate" was that it focused on an entail without really giving my audience enough of a foundation in where my feelings were coming from on the armor in WoW in general, despite making several calls to it. World of Warcraft has a very problematic history with armor in that it's consistently refused to give parallel coverage for both male and female characters in the game across all types of armor and that bothers me. It's not a perfect system by any stretch of the imagination and I'd love to see that changed. However, giving people the option to transmog in or out of said armor is a slightly more preferable option from the outset. Wanting to destigmatize choosing skimpy armor when giving a free choice was my ultimate goal, but largely giving people a way of thinking about why the stigma was so harmful in the gaming world. It was pointed out to me that wearing said armor isn't inherently a feminist choice in and of itself and yes, I do agree. We all make choices that lie within the larger cultural context, even in gaming culture. However, part of gaming culture is shaming people who make a choice that is "sexual" and that includes wearing armor that doesn't cover. I want to abolish the sexist rhetoric that surrounds it, especially when it is women who make these choices and the language is incredibly gendered. I want to talk about it, I want to get a discussion going. I don't want to stand idly by and accept that this is normal or acceptable. I felt like some people got angry about the mere hint that I might be trying to control their minds about how they view people who choose to dress like that in a video game, and honestly, I don't care. If you really want to feel your feelings on other people's sexual expression, even in a video game, that's your right. However, the problem is when those thoughts and perceptions influence others when you say things.
That right there is the biggest issue I want to crack.
Words Are Words Are Words Are Words (Not)
Anne Stickney published a really interesting opinion piece on Wow Insider shortly after I posted up my piece on slut plate and it really made me think. However, I don't know if it made me think in quite the way that Anne intended; I largely disagree with her opinion on where the power of words comes from. She makes some really good assertions but I think comes to an erroneous conclusion, despite grasping most of the problem. However, her bringing it up means we can have a larger discussion about it. This is why I've written this secondary piece – that and some of the frivolity that embroidered the Twitter replies and comments I saw on my blog and elsewhere about wanting to hang onto slut/skank as both descriptive terms and bon mots of all things. It is this idea that at the end of the day, words are words. They are malleable and flexible in terms of being divorced from their meaning and shouldn't really affect you, as the reader or audience.
Let's focus on the WoW Insider article instead – "What Makes a Bad Word Bad?"
Stickney talks about what words are – a collection of lines given meaning and used. Their meanings can change over time, even from negative to positive and vice-versa. Language is flexible and this is not an inherently new concept to discuss. However, she asks a lot of questions regarding this, in the true nature of criticism that I find appealing:
When did that happen, exactly? How did people take a word with one meaning and give it another — and more importantly, whydid we let it grow and fester into a word that we are now ultimately offended by?
If we have the power to change the meaning of a word from positive to negative, why do we seem to lack the power to stop it from changing at all?
It shows an awareness that language DOES have power. She then goes on to place that power squarely in the hands of those who are offended though.
It's a power play, and there are far too many people out there who buy into it on a continual basis.
In short, it's not the words that are harmful; they're collections of lines. Placed in order, and given meaning. The person who gives those words meaning is the person who holds all the power over those words, not the person who is saying them. The person who is saying them is hoping beyond all hope that the ones who are listening are going to give those words the worst meaning possible and have some sort of negative reaction to it.
This makes me sad, ultimately, and while I feel I understand her personal motivations for the conclusions (I mean, who wouldn't? It gives you a feeling of control) the fact that she's espousing this across the board makes me upset. You cannot acknowledge that words have power but say it is all resting on the audience to grant that power to said words. No, the power of words is precisely why word choice is so thorny to begin with. Anne's analysis skirts dangerously close to a couple of concepts that get tossed around in feminist discussion all the time: victim blaming (which we've touched on before) and the notion that things will stop hurting if we "get over" them hurting us. It's a thick brocade of guilt, shame and blame that often traps most people are marginalized in some way.
Let's pull it back to see why making a point like that is so boggling if it wasn't evident from what I said already.
Language is a really fascinating thing – it isn't just sounds, it isn't just letters, it isn't even just meaning or context or non-verbal/verbal gestures. It isn't just tone. It is all of these things in a giant soup. They can be abstracted and pulled apart, mushed back together and analyzed a billion different ways. At its basest form, it is an attempt to put thoughts and feelings into a way that communicates them to an audience. We even think in "words" a lot of the time, which is a conversation to ourselves. Communication is the interaction that occurs between the sender and receiver, the speaker and the audience. The message and the medium, as Marshall McLuhan used to speak fondly about. Communication theorists, language scholars, and philosophers have all tackled the questions of the very nature of language and what it means, how it works. To me, the cornerstone of the process is words. Any way you want to look at language, you have to acknowledge that the gateway to all facets of its study is within words. A collection of lines or sounds, given meaning. They are the little sailboats we float across the river and hope drift safely to the far shore.
Where words get their meaning is a collection of simultaneous decisions on the part of us as a society, as groups, and as human beings. Words and their meaning can shift between precise and imprecise, with wildly different usages, histories or nuance given any number of things. As a communication graduate, a lot of what we looked at was how communication breaks down between sender and receiver and oftentimes that had to do with an imprecise or incongruous understanding of the meaning of what was said. The misfire between intent and reaction is fascinating. I could stand here most of the day and talk about why this occurs, but I'd like to interject two very big elephants in the room when it comes to the collision between language and social sciences.
I'd like everyone to say hi to Power and Emotion.
Power and emotion are two very complex, very different kinds of subjects that give some words and meanings more influence over others. It is what makes them more effective, more persuasive, more coercive, more harmful or beneficial. This is why Anne's argument falls apart in my eyes. She feels that the power comes from the audience, but that's looking at it from an emotional standpoint and it is a very lopsided way of understanding the dynamics between Power and Emotion. Words are given power by our collective society, and in turn, they have the power to make an audience feel things. In that way, she is correct, we do feel things from the words said to us. Anyone who has been taken by an enthusiastic speech or cut down by a sharp turn of phrase in a fight knows that words do hurt. We have the ability to be moved by the language of others. This is a natural reaction of sentience. However (and this is a fundamental part of philosophy and social issues), words and meanings have power that flows in from our larger network of societal advantages. A speaker can do a lot of things knowing what kind of power a word has, that's the whole reason they are said. Our language has the power to inform, to shape our reality. This comes to a head when that power is given to the feelings of hate and discrimination we feel inside. Historically, there have been many groups we have cut down and kept down even with our words. Our words enforce and permit a cage that people can be trapped in, long after we've stopped physically harming them as a society (or even if we haven't.) This is where the complex emotional latticework I mentioned before comes back into play. Even if the speaker has the privilege of not caring or not being aware of the power a word can have on someone, it still can wreck grievous harm on the audience. This is because words are never quite divorced from lived experienced, history, or context.
Pull this back out of abstraction and you have scenarios like this:
A woman is walking home from work in a big city. A car of young men drives by and shouts "SLUT!" at her. It feels scary.
Same woman is reading the internet and comes across people in a video game discussing "slutty outfits."
This might be a bit of an extreme example (thought it has happened to me) but it shows that one word used two different places can speak to a larger emotional experience as the audience and it comes from people having the power to denigrate the woman with their words. To say the people speaking said words are inscrutable and not culpable for wielding the power of destructive words and meanings is short-sighted and harmful. It gives people more social currency to continue not caring about how they affect others or gleefully allows them the permission to keep doing it for their own benefit. To chastise the audience (intended or not) for their feelings and to ignore the power we give words not only is double-faced (acknowledge that a word had power over you, now pretend it doesn't have any power at all) but callous. While I believe is empowering if someone can move into a space of not being hurt by a long-standing slur or trigger, to believe that all people should move past it in the face of real historical or social inequalities (enforced and illuminated by words) is terrible. It says, "You should ignore people hurting you" when we should be focus on the people doing the hurting. We're not stupid. We know what hurts people and when we don't, and are informed that they do and why, why do we tell victims to shoulder it and move on? Why not acknowledge the feelings of others and become better people?
Does it suck to feel like shit all the time? Totally. I get, like I said before, the desire for control in a world that seeks to shit on your face regularly. Control and your own power where you've largely had none. But I'm never going to feel comfortable turning around and telling people that it is their own fault that a word makes them upset when we've built social mechanisms behind making those words hurt as hard and long as possible, with very little consequences for people who use them thoughtlessly, aggressively, repeatedly. This is why gamer culture is feeling such growing pains lately – what has been a long-standing tradition of mocking those who feel hurt by legitimately hurtful things, to use words to denigrate and inflame others is now being criticized and studied, turned on its head. I do not accept Anne's argument that we as people victimized by language are the sole arbiters of the power these words have when they have very large social contexts. When we let people in power speak the hate they feel in their minds and hearts, these words are a crushing blow to those they feel like discriminating. When you add in a culture that gives them a high five for doing so, that gives them justifications for dehumanizing people, it lets them compartmentalize their brains. It gives us things like "Well I didn't mean it THAT way" because they do not value the feelings of their audiences.
It is a long standing edict in social justice discourse that "intent isnt magical." What this means is that your intended meaning doesn't matter if you hurt someone, what matters is that the hurt occurred. Gamers are some of the most egregious offenders of pretending that they can divorce their words and messages from their long-standing cultural meanings and viciousness to mean something "tame" and inoffensive. It is a false ability they believe they've been given when they've long been the group most likely to benefit from not being on the sharp pointy end of hurtful words.
We should not have to get over someone hurting us. What we should get over, as a culture, is using words to reduce others in a myriad of ways that speak to larger societal issues. We should stop letting our gaming spaces be trickle down streams of the gaping inequalities we still enforce in our culture. We should stop suckerpunching others with gross terms and smug positions of power and then telling our recipients to just stop feeling the blows. It is an argument that is the logical equivalent of "stop hitting yourself." While I feel Anne's heart was in the right place in that she doesn't wish people to feel upset about the stupid shit people say, the fact that we should ignore the larger problems of said stupid shit is wrong.
Words are words, but they are very powerful things indeed.


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World Language Education Program (Currently Chinese, French, German, Japanese, Latin, and Spanish Majors and Minors)
Admissions to the Latin BSE will be suspended as of fall 2020. If you have any questions, please contact the department.
Note: The undergraduate World Language Education Program, including the Latin major, will be suspended in the fall of 2020. A new, graduate-level program is being developed for teacher certification in these languages.
The last group of undergraduates will be selected in the spring semester of 2020. Admission criteria listed under How to Get In have been modified from previous years to accommodate all students interested in applying for the final undergraduate cohort, including freshmen beginning in the fall of 2019. See the How to Get In section for more details about the application process, eligibility criteria and deadlines.
The mission of the World Language Education (WLE) program is (1) to promote a community-based approach to world language instruction; (2) to educate teachers who understand different cultures, are proficient in their languages, routinely visit other countries, and can build bridges across nations, races, socioeconomic groups, cultures, and languages; and (3) to certify teachers who are prepared to serve the global needs of increasingly multicultural and multilingual schools and are strongly committed to act for a world in which shared understanding through conflict resolution, negotiation and communication are guiding principles.
There is a growing need for multilingual teachers from diverse backgrounds. The WLE faculty encourages qualified applicants from under-represented groups to apply for admissions to the program.
The objectives of the K–12 WLE program are
- to provide a philosophy of action designed to promote thoughtful curriculum development and classroom teaching in WLE;
- to provide regular contacts with the global community and in-service teachers in schools through field evenings, workshops, conferences, and other professional meetings;
- to provide clinical settings which enhance opportunities for beginning teachers to develop skillful practice and build bridges across languages, cultures, races, and nationalities;
- to help student teachers use multilingual educational technologies and document their experiences in electronic portfolios and implement research-based practices in their teaching;
- to provide university instructors and supervisors who are well-versed in WLE, who have an international orientation, and who are both approachable and helpful to student teachers.
Program majors include Chinese, French, German, Japanese, Latin, and Spanish, and may also include Italian and Portuguese if field placements are available in these subject areas. Completion of the WLE program leads to a Bachelor of Science degree in Education with a major in the specific subject area. Wisconsin state licensing regulations require that students are licensed to teach at the early childhood through adolescence (approximately kindergarten through high school) levels.
Oral and written examinations are required for all world language teacher candidates enrolled in Wisconsin educator preparation programs, as is an extensive immersion experience. (Students becoming certified to teach Latin are exempt from both the Oral Proficiency Exam and immersion experience requirement.)
Program Admission Overview
Note: The undergraduate World Language Education Program will be suspended in the fall of 2020. A new graduate-level program is being developed for teacher certification in these languages.
Students are admitted to the World Language Education undergraduate professional program once a year, effective in the fall. Selection is made the previous spring.
The last group of undergraduates will be selected for the professional program in the spring of 2020 and must apply by May 1, 2020 at 4:30 p.m. for consideration. Admission criteria listed below have been modified from previous years to accommodate students interested in applying for the final undergraduate cohort. This group includes freshmen beginning in the fall of 2019. Contact Education Academic Services for additional information.
Entering the School of Education
New and Current UW–Madison Students
New freshmen and transfer students interested in World Language Education are admitted directly to the School of Education with a "pre-professional" classification. This classification indicates that a student is interested in a program offered by the school, but has not applied and been admitted to the professional program. Students interested in World Language Education receive the pre-professional classification of PRS.
On-campus students wishing to be admitted to the school while working on eligibility requirements and application can apply for admission to the school by completing a Pre-Professional Application. A minimum GPA of 2.5, based on UW–Madison coursework, is required to transfer into the school. This GPA may be modified by the Last 60 Credits rule (detailed below). It is not necessary to be a pre-professional student before applying to a professional program.
It is strongly recommended that students interested in a School of Education program meet with an academic advisor in Education Academic Services (EAS), 139 Education Building, 1000 Bascom Mall; call 608-262-1651 to schedule an appointment with an advisor.
Prospective Transfer Students
Applicants not already enrolled on the UW–Madison campus must be admissible to the university to enroll in a School of Education program. Admission to UW–Madison requires an additional application and admission process. The deadline for this application may be different, and much earlier, than the application to the professional program. See UW–Madison Office of Admissions and Recruitment for application information. Prospective transfer students are strongly advised to meet with an Education Academic Services advisor in advance of their application; to schedule, call 608-262-1651.
Students with a Previous Degree
Prospective applicants who already hold an undergraduate degree are strongly encouraged to meet with an Education Academic Services advisor in advance of their application. Consultations with advisors are available in person or via telephone; to schedule, call 608-262-1651.
Applicants who already hold an undergraduate degree are admitted to the School of Education as either an Education Special student or a second degree student, depending on their interests and academic background. Admission as an Education Special student indicates that the student has an interest in pursuing certification in a subject area studied during the initial degree; another degree is not awarded for this "certification only" coursework. Second degree students are seeking a second, unrelated degree from the School of Education, which may, or may not, include teacher certification. Candidates for limited enrollment programs must meet all admission eligibility requirements for the program and must compete with the eligible applicants for program admission. More information is available here.
Native and Heritage Speakers
Native or heritage speakers of a language major offered within the World Language Education program are welcome to pursue admission to the World Language Education program. Prospective applicants and transfer students who have previous experience with a language are encouraged to consult with an advisor in Education Academic Services as early as possible; to schedule, call 608-262-1651.
Native or heritage speakers must take a placement exam in the corresponding language to determine the appropriate level of remaining instruction in grammar, communication standards and social customs, and other topics related to language acquisition and proficiency. Placement examinations for Spanish, French, and German are offered on campus through Testing & Evaluation Services or the University of Wisconsin System's Regional Placement Testing Program. Placement examinations for Chinese, Japanese, Italian, Latin, and Portuguese are administered by faculty or staff within the relevant academic department. For more information regarding placement in language courses, consult the Languages at UW–Madison placement guide.
Application and ADMISSION
Applicants to the World Language Education program will be selected once a year, during the spring semester. Admission decisions will be based on coursework completed through the preceding fall semester. Admission is provisional until spring semester work has been completed and posted, and Education Academic Services staff have verified that students have met the eligibility requirements.
Resources limit the number of students who can be served by the UW–Madison World Language Education teacher education program. In recent years the World Language Education program has been able to accommodate all qualified applicants; however, if the number of qualified applicants to World Language Education exceeds program resources, admission will become limited and competitive. If this happens, meeting or surpassing the minimum eligibility criteria will not guarantee admission.
Requirements and selection criteria may be modified from one application/admission period to the next. Any changes to these criteria may occur up until the application period begins. Potential applicants should consult the School of Education's Apply to a Program page for application deadlines and detailed information regarding current eligibility requirements and selection criteria prior to submitting an application.
To be considered for admission, students must:
- earn a minimum 2.75 grade point average on all major coursework completed
- earn a cumulative GPA of at least 2.75 (on a 4.00 scale).1
- submit completed program application form(s), transcripts, and all other related application materials by the application deadline specified on the School of Education's Apply to a Program page.
A comprehensive cumulative GPA of all college-level, transferrable coursework attempted on both the UW–Madison campus coursework and coursework taken at any other colleges or universities may be calculated for the exclusive purpose of establishing an applicant's eligibility for consideration. Both the comprehensive cumulative GPA and the comprehensive cumulative GPA based on a student's last 60 credits may be calculated. See Last 60 Credits Rule (detailed below). If admitted, students must earn the minimum cumulative GPA for UW–Madison coursework established by their program and the School of Education each semester after admission.
Last 60 Credits Rule
Two grade point averages will be calculated to determine candidates' eligibility to programs. GPAs will be calculated using
- all transferable college level coursework attempted, and
- the last 60 credits attempted.
The higher GPA of these two will be used for purposes of determining eligibility. If fewer than 60 credits have been attempted, all credits will be used to calculate the GPA. Graded graduate coursework will also be used in all GPA calculations. ("Attempted" coursework indicates coursework for which a grade has been earned.) More information regarding this rule is available here.
Students may apply to be certified in more than one language. Eligibility requirements must be met and separate applications must be filed for each area of interest. Students must be admitted as a major in at least one of the program areas as it is not possible to be admitted only to complete a minor.
Students interested in combining the World Language Education degree program with certification in another area altogether must apply to both programs and meet the minimum criteria for admission to each program. It is suggested that students apply as majors in each area of interest, thus maximizing the chances of admission. Certification in two different areas requires the consent and cooperation of the World Language Education program coordinator and the faculty coordinator of the other subject area. Not all subjects can be combined with the World Language Education degree program.
While multiple majors or major–minor combinations are feasible and may be advantageous as a career strategy, it may take extra time to complete the additional subject area coursework. Students are encouraged to work closely with their Education Academic Services advisor to assess the possibility of completing certification in more than one area and to coordinate the requirements of multiple certifications.
Program Admission SELECTION Criteria
The files of all applicants will be individually and holistically reviewed by a panel of World Language professionals. The criteria used for admission include the following:
- Academic Qualifications: The applicant demonstrates mastery of the target language and knowledge of its literature, civilization, and culture.
- Career Maturity: The applicant demonstrates commitment to teaching the target language to elementary, middle, and high school students, including consideration of his or her own strengths and limitations as a potential teacher.
- Ability to Relate to Youth: The applicant demonstrates the ability to work effectively with young people.
- Commitment to All Students: The applicant demonstrates commitment to working with all students including those of different racial, ethnic, and socioeconomic backgrounds, and students with disabilities, not just the economically privileged or highly motivated.
- Interpersonal Skills: The applicant demonstrates the ability to work effectively with peers, other professionals, and members of the community outside of school settings.
The application files are rated according to the above criteria for each language. A final cohort is selected along with rank-ordered alternates, based on a combination of ratings made by the World Language Education review committee and judgement by the faculty program coordinator about optimal cohort characteristics for each language. The availability of field placements in the subject area may also influence the selection process. Admission procedures are reviewed every other year to ensure fairness and effectiveness.
The Department of Public Instruction (DPI) is required by law to conduct a background check on each applicant for a Wisconsin educator license. This check is intended to determine if the applicant has engaged in any behavior that endangers the health, welfare, safety or education of PK-12 pupils. Local school districts also will conduct criminal background checks routinely on teacher education students prior to the start of in-classroom field work. Admitted applicants to any teacher education program who have a positive background check should confer with the Academic Dean's Office (Room 139 Education, 1000 Bascom Mall) about the potential impact of this on field placements and licensure.
An individual who is deemed ineligible to participate in field or clinical experiences based on the results of their background check may not be able to complete the requirements for their degree or certification. Students with questions about these processes should contact the academic dean in Education Academic Services.
- University General Education Requirements
- School of Education Liberal Studies Requirements
- Program Structure
- Major Requirements
- Oral and Written Proficiency Exams
- Professional Education Requirements (Professional Sequence)
- Elective Coursework
- GPA and Other Graduation Requirements
- Additional Certification Requirements and Applying for a License
- University Degree Requirements
University General Education Requirements
All undergraduate students at the University of Wisconsin–Madison are required to fulfill a minimum set of common university general education requirements to ensure that every graduate acquires the essential core of an undergraduate education. This core establishes a foundation for living a productive life, being a citizen of the world, appreciating aesthetic values, and engaging in lifelong learning in a continually changing world. Various schools and colleges will have requirements in addition to the requirements listed below. Consult your advisor for assistance, as needed. For additional information, see the university Undergraduate General Education Requirements section of the Guide.
|General Education
* The mortarboard symbol appears before the title of any course that fulfills one of the Communication Part A or Part B, Ethnic Studies, or Quantitative Reasoning Part A or Part B requirements.
School of Education Liberal Studies Requirements
All students are required to complete a minimum of 40 credits of Liberal Studies coursework. This requirement provides an opportunity to do some academic exploration beyond the scope of the major. Students take courses in areas of particular interest and also have an opportunity to sample the wide selection of courses offered across the university. Coursework is required in humanities, social studies, science, and cultural and historical studies. Some elective coursework is also needed to reach the required number of credits.
The School of Education's Liberal Studies Requirements automatically satisfy most of the University General Education Requirements outlined above, including ethnic studies, humanities/literature, social studies, and science. Students pursuing most School of Education degree programs may also complete Communication Part B, Quantitative Reasoning Part A, and Quantitative Reasoning Part B through courses required by their degree program. If a student cannot complete a General Education Requirement within the curriculum of their chosen School of Education program, academic advisors can offer suggestions for courses that meet the requirement and augment the student's primary area of study.
A basic outline of the liberal studies is included below. Students must consult the detailed version of the requirements for information about course selection and approved course options.
Humanities, 9 credits
All students must complete a minimum of 9 credits to include:
- Literature
- Fine Arts
- Humanities Electives
Social Studies (Social Science)
All students must complete a minimum of 9 credits. Teacher certification programs, Athletic Training, and Kinesiology; Exercise and Movement Science have unique requirements in this category.
All students must complete a minimum of 9 credits to include:
- Biological Science
- Physical Science
- Laboratory Science
- Science Electives
Cultural and Historical Studies
All students must complete three requirements (9 credits) met by separate courses. Any of these courses can also be used to meet the Humanities or Social Studies (Social Sciences) requirements if it has the relevant breadth designation.
- Ethnic Studies
- U.S./European History
- Global Perspectives
Complete Liberal Studies Electives to total 40 Credits.
Program Structure
This program has five components:
- Liberal studies courses expose students to a broad range of academic disciplines. The university-wide General Education requirements also encourage this breadth of study.
- Prerequisite coursework prepares students for work in the major.
- Major coursework offers in-depth study of the subject students will teach.
- Professional education coursework includes an examination of the schools' relationship to our society and the processes by which students grow and learn. The professional sequence is a four-semester sequence of world language teaching methods course work and field experiences in schools.
- Elective coursework is taken to reach the minimum of 120 credits required for the degree.
The four semesters of professional coursework are followed sequentially and taken in consecutive semesters. Because of the program structure, students are expected to have completed most of their major and liberal studies course work by the start of the professional sequence.
Major Requirements
Complete a minimum of 40 credits. At least 15 credits of upper-level major coursework (numbered 301, 302, 500 and above) must be completed in residence at UW–Madison to meet the major residency requirement. Directed study coursework may not be applied to the major requirements.
Required Courses
Complete the following, 22 credits.
|Elementary Latin
|Elementary Latin
|Intermediate Latin
|Introduction to Latin Literature
|Latin Literature of the Roman Republic
|Latin Literature of the Roman Empire
Reading Courses
Select two Latin reading courses numbered 500 or above. Most courses require completion of LATIN 302 or consent of instructor. Suggested courses include:
|Elementary Prose Composition
|Latin Poetry
|Roman Drama
|Roman Elegy
|Roman Lyric Poetry
|Roman Satire
|Roman Novel
|Latin Historical Writers
|Latin Philosophical Writers
|Latin Oratory
|Mediaeval Latin
The Classical World
Complete the following Classics courses:
|The Romans
|Classical Mythology
Complete additional upper-level Latin coursework to reach the minimum of 40 credits.
Oral and Written Proficiency Exams
About the Oral and Written Proficiency Exams
Students in the World Language Education program must provide evidence of having earned at least an Intermediate High score on an American Council on the Teaching of Foreign Languages (ACTFL) Oral Proficiency Interview (OPI). Latin Education students are exempt from this requirement, see below.
The interview must be taken prior to beginning the first student teaching experience (second semester of the professional sequence). Students should be aware that it may take as long as three months to obtain results, and factor this delay into the scheduling of the OPI. If the score of Intermediate High is not made after the first examination, a student will be asked to take measures to improve their spoken language proficiency before continuing in the program. The student must repeat the OPI and achieve the required Intermediate High proficiency level.
All students in World Language Education (except Latin Education), are also required to complete the Writing Proficiency Test (WPT) no later than the third semester in the program. It is recommended that students take the test during the second semester of the professional sequence. A proficiency level of Intermediate High is also required for this examination. Students must take and pass the WPT in their program area and the scores must be received by Education Academic Services before beginning the final student teaching semester. Students who do not take and pass the exam will not be permitted to student teach. Successful completion of the WPT meets the Department of Public Instruction's content proficiency requirement.
Both the Oral Proficiency Interview and the Writing Proficiency Test are administered by Language Testing International (LTI). Their address is LTI, 3 Barker Avenue, Suite 310, White Plains, NY 10601; 800-486-8444. Students are responsible for costs associated with the OPI and the WPT.
Students seeking Latin certification will be required to take a proficiency exam administered by the Department of Classical and Ancient Near Eastern Studies prior to beginning the first student teaching experience (second semester of the professional sequence). This exam will take the place of the OPI and WPT required for certification in other languages.
See the World Language Education program coordinator with questions about these requirements.
Professional Education Requirements (Professional Sequence)
About the Professional Sequence
The professional program is typically a full-time, four-semester sequence of education courses and school-based field experiences. The four semesters of required professional coursework must be followed sequentially and taken in consecutive semesters. Students must enroll in all required coursework outlined in each semester of the program, even if similar coursework was taken at another institution. Students begin the professional sequence in the fall.
It is expected that the immersion experience and almost all major and liberal studies coursework be completed by the start of the professional sequence; completion of the entire major is preferred. The structure of the sequence allows very little time to pursue remaining coursework in these areas.
ACTFL OPI certification of speaking ability in the language rated Intermediate High or above is required by the end of the first semester in the program. Students must also complete the Writing Proficiency Test (WPT) no later than their third semester in the program. A rating of Intermediate High or above must be earned before a student is allowed to participate in the final student teaching semester. See further information under Oral and Written Proficiency Exams.
Students admitted to two areas of language certification follow the same four-semester sequence as single certification students; consult with the World Language Education program coordinator to arrange sequence requirements.
The professional program is a full-time commitment and places heavy demands on students' time and energy. Students must make satisfactory progress in their program to continue. This professional judgment is made by the faculty program coordinator in consultation with cooperating teachers and supervisors.
Professional Sequence Course Requirements
Complete all of the courses listed below. Required courses must be taken during the semester listed. Other courses may be taken at any time, including summer, but a suggested course sequence is provided.
|Semester 1
|Required Courses
|Teaching World Languages (K-8)
|Practicum in World Languages (K-12) 1
|Other Courses
|School and Society
|or ED POL/HISTORY 412
|History of American Education
|Strategies for Inclusive Schooling
|How People Learn
|Semester 2
|Required Courses
|Student Teaching in World Languages (K-8) 2
|or CURRIC 443
|Student Teaching in World Languages (6-12)
|Other Courses
|Human Development From Childhood Through Adolescence
|Semester 3
|Required Courses
|Teaching World Languages (6-12)
|Student Teaching in World Languages (6-12) 3
|or CURRIC 442
|Student Teaching in World Languages (K-8)
|Other Courses
|Integrating the Teaching of Reading with Other Language Arts
|Semester 4
|Required Courses
|Student Teaching in World Languages (6-12) 4
|Advanced Problems on the Teaching of World Languages
The practicum will take place three days a week; placement will probably be at the elementary level. Fieldwork this semester is a half-time commitment and encompasses an entire semester based on the UW–Madison calendar. Placements are made within a 50-mile field experiences service area and may not necessarily be in the city of Madison.
Placement will probably be at the elementary level, three days a week. Fieldwork this semester is a half-time commitment and encompasses an entire semester based on the UW–Madison calendar.
Placement will probably be at the middle school level. Fieldwork this semester is a half-time commitment and encompasses an entire semester based on the school district calendar. (Fall semester extends from late August through mid-January; spring semester extends from mid-January through early mid-June.)
Student teaching this semester is a full-time commitment and will be at the high school level. Fieldwork this semester encompasses an entire semester based on the school district calendar.
Elective Coursework
Complete additional coursework as needed to reach the minimum of 120 credits required for the degree.
GPA and Other Graduation Requirements
Graduation Requirements
Graduation requirements are based on UW–Madison coursework.
- 2.75 cumulative grade point average. This may be modified by the Last 60 Credits Rule.
- 2.75 cumulative grade point average in all major coursework
- 2.75 cumulative grade point average in all upper-level major coursework
- 2.75 cumulative grade point average in all professional education coursework
- Degree candidates must complete at least 120 total credits.
- No more than 40 credits from a single academic department may be applied toward the 120 minimum credits required for graduation.
- Major residency. Degree candidates must complete at least 15 credits of upper-level major coursework in residence on the UW–Madison campus.
- Senior residency. Degree candidates must complete their last 30 credits in residence on the UW–Madison campus. Student teaching and practicum work are considered part of the 30 credits.
Degree Audit Reporting System (DARS)
At UW–Madison, a DARS report is used to document a student's progress toward the completion of their degree. This degree audit identifies the requirements that have already been completed, and also those that remain unsatisfied. A DARS report can offer suggestions about appropriate courses that may be taken to meet specific requirements and can assist in the academic planning process.
Students can access DARS reports through their Student Center in My UW–Madison. Go to the Academics tab and find DARS on the dropdown menu.
DARS also has a "what-if" function. This feature makes it possible to request a DARS report as if pursuing another program or major on campus. It is an excellent tool if considering a new or additional area of study. School of Education students in a pre-professional classification such as Pre-Elementary (PRE) should request a "what if" DARS report of their professional program of interest.
DARS is not intended to replace student contact with academic advisers. It creates more time in an advising appointment to discuss course options, research opportunities, graduate school, or issues of personal interest or concern to students.
DARS is the document of record, i.e., certifying document of degree completion, for program areas in the School of Education.
Additional Certification Requirements and Applying for a License
In addition to completing UW-Madison's program requirements, students must also complete Wisconsin statutory requirements and certification requirements established by the Wisconsin Department of Public Instruction. Many of these requirements are embedded within the program's requirements and require no additional attention. The endorsement of the program coordinator/faculty is also required to receive certification through UW–Madison.
The State of Wisconsin requires that anyone wishing to teach in a public K–12 setting hold a valid teaching license issued through the Department of Public Instruction. In addition to completing a certification program, students must submit a separate application for this license.
Detailed information about certification requirements and applying for a license is available under Certification/Licensure.
University Degree Requirements
|Total Degree
|To receive a bachelor's degree from UW–Madison, students must earn a minimum of 120 degree credits. The requirements for some programs may exceed 120 degree credits. Students should consult with their college or department advisor for information on specific credit requirements.
|Degree candidates are required to earn a minimum of 30 credits in residence at UW–Madison. "In residence" means on the UW–Madison campus with an undergraduate degree classification. "In residence" credit also includes UW–Madison courses offered in distance or online formats and credits earned in UW–Madison Study Abroad/Study Away programs.
|Quality of Work
|Undergraduate students must maintain the minimum grade point average specified by the school, college, or academic program to remain in good academic standing. Students whose academic performance drops below these minimum thresholds will be placed on academic probation.
- In Semester 1, prior to starting student teaching, students must have acquired Intermediate High proficiency in their target language on the ACTFL OPI scale as measured by two independent external evaluators.
- In Year 1, student teachers must demonstrate the ability to teach in a K-8 context, as evaluated by their University supervisor and their mentor teacher through repeated direct observations.
- During their content courses, students must meet (a) teacher education standards; and (b) ACTFL standards, as measured by (a) formative and summative evaluation of their assignments; (b) Teacher Education portfolio.
- In Year 2, student teachers must demonstrate the ability to teach in a 6-12 school context, as evaluated by their University supervisor and their cooperating teacher through repeated direct observations.
- To get certified by the Department of Public Instruction, at the end of Year 2, student teachers must have successfully completed an EdTPA Portfolio of their classroom experiences that demonstrates professionalism and meets the EdTPA standards, as evaluated by external evaluators.
Latin Major: Sample Graduation Plan
This sample graduation plan is designed to guide your course selection throughout your academic career; it does not establish a contractual agreement. Use it along with your DARS report and the Course Guide to create a plan reflecting your placement scores, incoming credits, and individual interests. Consult with an academic advisor to develop a personalized plan of study and refer to the Guide for a complete list of requirements. You will likely revise your plan several times during your academic career here, based on your activities and changing academic interests.
The requirements and structure of this degree program extend graduation beyond the typical four years. Proficiency in the language must be developed before enrolling in upper level course requirements. The degree also requires a four-semester professional education sequence. While most students seeking teacher certification in a language have completed some course work during high school, this particular plan begins with course work at the most elementary level.
|Communication A (fall or spring semester)
|Communication A (fall or spring semester)
|Liberal Studies course work
|Ethnic Studies
|Quantitative Reasoning A
|Liberal Studies course work
|Quantitative Reasoning B
|Liberal Studies course work
|Liberal Studies course work
|Liberal Studies, Major or General Elective course work
|Liberal Studies, Major or General Elective course work
|CURRIC 442 or 443
|500-level Latin Reading course
|ED POL 300 or 412
|Fifth Year
|CURRIC 443 or 442
|CURRIC 305 (also meets Communication B)
|500-level Latin Reading course
|Total Credits 129
Latin Education Advising
Consult with advising staff at Education Academic Services (EAS), Room 139 Education Building, 1000 Bascom Mall, 608-262-1651, for general questions regarding certification to teach Latin. Students may want to consult the undergraduate advisor in the Department of Classical and Ancient Near Eastern Studies regarding course sequencing and other aspects of this field of study.
General School of Education Advising
All undergraduate students in the School of Education are served by three offices devoted to academic and/or career advising. Each student in the School of Education is assigned at least one advisor and is encouraged to meet with the advisor on a regular basis. Students will also be assigned a faculty or staff advisor when admitted to the professional component of their degree program. Departmental advisors provide more in-depth knowledge of the major and of courses offered by the department.
Undergraduate Advising and Academic Dean's Office—Education Academic Services (EAS)
139 Education Building, 1000 Bascom Mall; 608-262-1651
Education Academic Services (EAS) is the undergraduate dean's office for students in the School of Education. Staff members interpret school regulations, policies, and program requirements; take exceptions around requirements and deadlines; advise current and prospective students; monitor students having academic difficulties; coordinate field placements; facilitate the program admissions process; and maintain the official files of students in the school.
Students should meet with an advisor during their first semester on campus (if not before) and are encouraged to meet with an advisor at least once a semester. This is particularly important during the freshman and sophomore years. Appointments may be arranged by calling or visiting the office.
EAS advisors answer questions and provide guidance to current and prospective students. They consult with and refer students to faculty members and departmental advisors. Once a student is admitted to a professional program within the School of Education, he or she will also be assigned a faculty or staff advisor. Advising then becomes a partnership, with EAS and OURR advisors continuing to help students with course selection, degree progress monitoring, academic difficulties, and interpretation of policies and procedures.
Program advisors help students select and plan a program of study in the major, negotiate issues within the department, and, in the case of certification programs, follow the students' progress through their professional courses. These divisions are flexible, and students are encouraged to consult with all advisors who can help with a situation or answer a question.
OURR: Office of Undergraduate Recruitment and Retention (Student Diversity Programs)
105 Education Building, 1000 Bascom Mall, 608-262-8427 or 608-262-1651
The UW–Madison School of Education is committed to promoting equity and increasing diversity in its programs. OURR staff work collaboratively with Education Academic Services and campus and community partners to support underrepresented students interested in majors in the School of Education.
OURR staff perform outreach, recruitment, and advising on behalf of the School. OURR staff also support current students with their personal and professional growth, their transition from high school to college, financial aid, and career exploration.
OURR works to build a network of students and graduates who may strengthen, transform, and lead their communities through education, service, and other contributions. Students are invited to visit OURR staff at 105 Education Building—stop in, or call one of the numbers listed above to set up an appointment.
School of Education Career Center
L107 Education Building, 1000 Bascom Mall, 608-262-1755
- Exploring career options linked to School of Education majors
- Seeking a major that fits you and helps you reach your career goals
- Researching graduate schools and preparing application materials
- Beginning your job search and not sure where to start
- Want assistance with your résumé, cover letter, or interviewing skills
- Want to connect with potential employers
The Career Center provides resources and individual consultations to assist you in reaching your career goals. A plethora of resources can be found on the Career Center website.
Explore career possibilities for specific majors in Career Exploration - Resources. This section of the website provides tools for clarifying your personal criteria for success, identifying specific career options linked to majors, identifying steps for career/major selection, and includes strategies for making the most of your academic and student experience.
- Confirm your decisions. Gain hands-on experience in the career field you are pursuing. Assess the perceptions of your career and major options for accuracy and develop professional and soft skills. The Career Exploration – Gain Experience and Evaluate website section provides strategies for gaining real-world experience.
- Prepare to gain entry into the next phase of your career. Learn about graduate school requirements and the application process. Develop your promotional materials for employers and graduate schools, and obtain feedback and suggestions for enhancing them. Visit the website sections Applying to Graduate School, Creating Application Materials, and Career and Job Link Resources for details.
- Implement your plans for your future. Investigate strategies for Conducting a Job Search. Attend Fairs & Events planned especially for you. Apply for graduate school acceptance or for job opportunities. Practice and polish your Interviewing skills. Negotiate job and graduate school offers.
Personalized career assistance is available through individual appointments with consultants in the Career Center. Schedule an appointment here.
Targeted career-related events and workshops are conducted each semester.
The Career Center also coordinates teacher recruitment fairs each fall and spring semester and collaborates with career centers across campus to provide campus-wide career fairs at the beginning of each semester.
Information about faculty, staff, and other contributors to the program can be found on the Curriculum and Instruction and Classical and Ancient Near Eastern Studies departmental websites.
Additional Certification Requirements
Note: In August of 2018 the Department of Public Instruction issued new administrative rules governing educator licensing. Changes in certification requirements and also the license types and levels will occur as program areas implement the new requirements.
Students must complete all requirements and also obtain the endorsement of the program faculty to receive certification through UW–Madison. These requirements include those required by UW–Madison, the Department of Public Instruction, and those mandated by state statutes. While most of these requirements are embedded in course content, some (e.g., the Wisconsin Foundations of Reading Test) are not related to course enrollment.
Students pursuing certification should be aware of the following requirements. See the school's website for additional information/requirements.
Certification requirements should be monitored carefully. The Wisconsin Department of Public Instruction (DPI) periodically implements regulations that affect all certification programs; teacher certification candidates are responsible for having up-to-date information about certification requirements.
Disclosure Statement and Criminal Background Investigation
Disclosure Statement
Applicants to School of Education programs that involve a practicum, internship, or other field placement must complete a disclosure statement indicating (1) whether they have been admitted to, then withdrawn from, asked to withdraw from, or been dropped from a student teaching, clinical experience, or other intern/practicum program, and (2) if they have ever been placed on probation or disciplined by any college or university for academic dishonesty.
Criminal Background Investigation (CBI)
The Department of Public Instruction (DPI) is required by law to conduct a background check on each applicant for a Wisconsin educator license. This check is intended to determine if the applicant has engaged in any behavior that endangers the health, welfare, safety, or education of PK–12 pupils. Local school districts also will conduct criminal background checks routinely on teacher education students prior to the start of in-classroom field work.
Students should be aware that criminal background checks may be initiated by other agencies or organizations when they are seeking employment or a professional license. School administrators have the authority to determine the appropriateness of a student placement and may choose not to permit a placement based on a student's background check results.
An individual who is deemed ineligible to participate in field or clinical experiences based on the results of their background check may not be able to complete the requirements for their degree or certification. Students with questions about these processes should contact the academic dean in Education Academic Services.
Environmental Education
This licensing requirement is mandatory for all Elementary Education, Secondary Science, Secondary Social Studies, and Agri-Science Education certification students. Students with previous degrees in their subjects must also monitor and complete this requirement for certification and licensure.
Select one Environmental Studies course or from the following list. If appropriate, this course may also be applied toward the liberal studies requirements.
|Earth's Water: Natural Science and Human Use
|Survey of Botany
|Introductory Biology
|Plants and Humans
|Introductory Ecology
|Environmental Economics
|Introduction to the Earth System
|Physical Systems of the Environment
|Global Environmental Issues
|People, Land and Food: Comparative Study of Agriculture Systems
|Environmental Conservation
|Wetlands Ecology
|Environment and Health in Global Perspective
|Air Pollution and Human Health
|Introduction to Community and Environmental Sociology
|Environment, Natural Resources, and Society
|General Soil Science
|Soils and Environmental Quality
Student Testing and Assessment
Students in teacher education programs are required to complete a significant performance assessment prior to certification and eventual licensure. Additional tests may be required, although this varies by certification area. Detailed information related to these requirements, along with fee and registration information can be found on the School of Education website under Academic Tests for Prospective Teachers. A brief description of these tests and assessments is provided below.
Teacher Performance Assessment (edTPA)
The edTPA is a subject area-specific, performance-based assessment for pre-service teacher candidates, which is centered on student learning. Evidence of candidate teaching proficiency in the areas of planning, engagement and instruction, and assessment is drawn from a subject-specific learning segment, 3–5 lessons from a unit of instruction. Assessment artifacts include video clips of instruction, lesson plans, student work samples, analysis of student learning, and reflective commentaries. These artifacts will be taken together and scored by trained evaluators using the standardized set of edTPA rubrics. After August 31, 2015, initial license candidates (i.e., students completing certification programs) must complete the edTPA as part of their student teaching and after August 31, 2016, initial license candidates will be required to pass the edTPA before they can be recommended for licensure.
Content Test
Students completing professional education programs must demonstrate proficiency in their content area. This is accomplished a number of ways, varying by certification area. For example, Elementary Education students must have a major GPA of 3.0. World Language Education students must have a 3.0 in their major or minor area, meet an ACTFL Oral Proficiency Interview requirement, and also pass the ACTFL Writing Proficiency Test (WPT). A student may be required to take and pass an approved examination in their content area, usually the appropriate Praxis II: Subject Assessments/Specialty Area Tests through the Educational Testing Service (ETS).
Wisconsin Foundations of Reading Test
As of January 31, 2014, individuals seeking an initial Wisconsin license to teach in kindergarten through grade 5 or in special education, an initial Wisconsin license as a reading teacher, or an initial Wisconsin license as a reading specialist, must take and pass the Wisconsin Foundations Reading Foundations Test. Undergraduate programs impacted by this requirement are Elementary Education and Special Education.
This test is for Wisconsin licensing purposes only. Students who choose not to pursue Wisconsin educator licensing need not take and pass this test. This test is in addition to all other required tests and assessments for certification and licensure.
Field Experiences
School-based field experiences are a critical part of students' professional preparation for teaching. Under Wisconsin State regulations, students seeking teaching certification from UW–Madison are required to complete at least one pre-student teaching practicum and at least one full semester of student teaching. Most programs at UW–Madison require students to complete additional field experiences.
Pre–Student Teaching Practicum
The pre–student teaching practicum gives students firsthand knowledge of the classroom environment and the teacher's role. For many students, the practicum is the initial encounter with the real world of teaching. Practicum students do not assume the degree of classroom responsibility they do during student teaching. Under the supervision of an experienced teacher, practicum students observe classroom activities, assist the teacher with day-to-day classroom management tasks, interact one-to-one with students, and instruct small groups. The cooperating teacher and university supervisor use the practicum to assess the student's readiness for the student teaching experience.
Student Teaching Experience
Student teaching, the culminating field experience, is a full-time, school district semester assignment that places a university student under the guidance of an experienced, qualified cooperating teacher. After an orientation period, the student teacher gradually assumes more responsibility for planning, instruction, and overall classroom management. Student teachers follow the daily schedule of the cooperating teacher and the building policies of the school, and function as regular staff members in arrival and departure times and attendance at school events.
The student teaching experience follows the calendar of the local school district. A fall semester assignment will typically begin the latter part of August and end the latter part of January. A spring semester assignment will begin the latter part of January and end mid-June. Holiday breaks follow the school district calendar. Carrying other formal course work during the student teaching semester is strongly discouraged.
Find detailed policies and regulations regarding student teaching in the document, Teacher Education Field Experience Policies (July, 2017). Students and staff are responsible for knowing and complying with the Field Experience policies. Many professional programs have their own separate handbooks and specific policies; students are also responsible for those policies and procedures.
Withdrawing From/Failing Field Experience Assignments
Withdrawing from a field experience has serious implications for the student's progress in the program. Students who withdraw or receive an unsatisfactory grade (including a "D") from a field experience may not repeat such experiences without approval from the program coordinator. Students withdrawing from or receiving an unsatisfactory grade in field experiences in one major or program may not enroll in another major or program without written permission from the program coordinator. Because of the consequences that withdrawal from a confirmed assignment may have on a student's future progress in the teaching certification program, a student who contemplates such action is strongly urged to consult with the program coordinator to fully understand the implications of such action and the options available.
Minority Group Relations and Conflict Resolution
Minority Group Relations
Wisconsin State teacher education regulations require students to complete a section titled Minority Group Relations. The rules identify Minority Group Relations as
- The history, culture, and tribal sovereignty of American Indian tribes and bands located in Wisconsin.
- The history, culture and contributions of women and various racial, cultural, language and economic groups in the United States.
- The philosophical and psychological bases of attitude development and change.
- The psychological and social implications of discrimination, especially racism and sexism in the American society.
- Evaluating and assessing the forces of discrimination, especially racism and sexism on faculty, students, curriculum, instruction, and assessment in the school program.
- Minority group relations through direct involvement with various racial, cultural, language and economic groups in the United States.
UW–Madison teacher education programs address these areas through course work and experiences in each professional education program. Students who successfully complete their professional program will have satisfied each of the areas of Minority Group Relations. For more detailed information about how required courses address Minority Group Relations for each program area, see the School of Education's PI 34 site. Choose Certification Programs, select the program of interest, and click on Rules & Statutes.
Conflict Resolution Requirement
Wisconsin State teacher education regulations require all individuals pursuing teacher certification to have formal training in conflict resolution. This includes
- Resolving conflicts between pupils and between pupils and school staff.
- Assisting pupils in learning methods of resolving conflicts between pupils and between pupils and school staff, including training in the use of peer mediation to resolve conflicts between pupils.
- Dealing with crises, including violent, disruptive, potentially violent or potentially disruptive situations that may arise in school or activities supervised by school staff as a result of conflicts between pupils or between pupils and other persons.
All teacher certification programs include conflict resolution training in their required course work. For more detailed information about how conflict resolution is addressed in each program area, see the School of Education's PI 34 site. Choose Certification Programs, select the program of interest, and click on Rules & Statutes.
As of July 1, 1998, the State of Wisconsin requires that all persons seeking initial and renewal licenses to teach reading or language arts in grades Pre-Kindergarten to Grade 6 (PK–6) must have successfully completed instruction in teaching reading and language arts using appropriate instructional methods, including phonics. "Phonics" means a method of teaching beginners to read and pronounce words by learning the phonetic value of letters, letter groups and syllables.
The Phonics requirement applies to students completing Elementary Education and Special Education certification programs. UW–Madison students fulfill this requirement through the successful completion of courses that are already required, so no additional course work is needed to meet this statutory requirement.
This licensing requirement is mandatory for secondary Social Studies (and Agri-Science) Education certification. Students with previous degrees in their subjects must also monitor and complete this requirement for certification and licensure.
Students typically complete the cooperatives requirement after being admitted to the Secondary Social Studies program and should consult with the program coordinator, Professor Alan Lockwood, regarding its completion.
Teacher Standards
UW–Madison teacher education students must meet all state licensing requirements for initial teaching certification in Wisconsin. These requirements, sometimes referred to as administrative rules "PI 34," mandate that individuals demonstrate proficiency on state-approved teaching standards. Each teacher education institution in Wisconsin has adopted a set of teacher education standards that meet state guidelines. These standards must be met by all students completing a licensing program. The current standards of the University of Wisconsin–Madison School of Education can be found on the school's website.
Applying for a Teaching License
The State of Wisconsin requires that anyone wishing to teach in a public K–12 setting hold a valid teaching license issued through the Department of Public Instruction. In addition to completing a certification program, students must submit a separate application for this license. Students intending to complete a teacher certification program should monitor program requirements carefully. The Wisconsin Department of Public Instruction (DPI) periodically implements regulations that affect all certification programs; teacher certification candidates are responsible for having up-to-date information about certification requirements.
Licensing Levels
The following licensing options are offered at UW–Madison.
- The Elementary Education program currently offers two licensing levels: Early Childhood and also Middle Childhood through Early Adolescence.
- The Special Education program certifies students at both the Middle Childhood through Early Adolescence level and also at the Early Adolescence through Adolescence level. The Special Education/Elementary Education dual major option certifies students only at the Middle Childhood through Early Adolescence level.
- Secondary Education programs certify students to teach their subject area at the Early Adolescence through Adolescence level. except for Mathematics and Social Studies. These program areas will certify students in grades 4-12.
- Students completing Language Education programs will be licensed at the Early Childhood through Adolescence level.
- Students in special fields such as Art, Communication Sciences and Disorders, Music, and Physical Education will be licensed at the Early Childhood through Adolescence level.
Wisconsin State Licensing
The State of Wisconsin issues an initial teaching license to certified teachers. The current fee is $125. An online license application is available through the Department of Public Instruction. A Criminal Background Investigation (CBI) will also be conducted by DPI. Information about fingerprint submission, when necessary, is available through the Department of Public Instruction.
Before applying for a license, DPI requires the electronic submission of "Endorsed Candidate for Licensure" (ECL) data by the certifying officer of the institution where the teacher preparation was completed. For UW–Madison teacher certification students, the endorsement will come from the School of Education, 139 Education Building, 1000 Bascom Mall. Once this information has been submitted to DPI, students are notified by email that they may begin the application online.
Before endorsing a student, UW–Madison requires that (1) all certification requirements are met; (2) student teaching (following the school district calendar) is completed; (3) final grades are posted and reviewed; (4) the degree is "posted" by the registrar's office (four to five weeks after graduation); and (5) a recommendation for certification is received from the program faculty. The Wisconsin Department of Public Instruction may require an additional 6 to 12 weeks for license processing. See Educator Licensing for additional information about the licensing process.
Licensing Outside of Wisconsin
To apply for a license in a state other than Wisconsin, first check out the application requirements of that state. The University of Kentucky has a website that provides links to teacher licensing agencies in all 50 states, the District of Columbia, and Puerto Rico.
Many states have a verification form that needs to be signed by a UW–Madison certification officer. This form verifies that a state-approved licensing program has been completed. These forms should be sent to Education Academic Services at 139 Education Building, 1000 Bascom Mall, or by email (firstname.lastname@example.com) to be completed. If the form requests information about practicum and student teaching assignments (names of schools, grade levels, dates, etc.), this information must be completed before sending the form to EAS.
Information about scholarships, academic and career advising, study abroad opportunities, student diversity services, and other resources for students in the School of Education can be found on the school's Resources page.

subset: commoncrawl


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Golden Week!
The last couple days of April and the first week of May is a string of holidays in Japan. These days, added with the weekends, make what Japan has named this once a year occurrence as "Golden Week". This was the perfect chance to get out of my town of Shimizu and see more of Hokkaido. My friend Sara from the United Kingsom, Hitoshi from Shimizu and I took a road trip down to the Southern end of the island to check out the cherry blossoms, fishing cultures, and the more historical parts of Hokkaido. Before arriving in Hokkaidos southern city, Hakodate (函館) we hit up a couple of volcanic lakes on the way, including lake Shikotsu-ko, Toya-ko, and Oonuma-ko. This week was all about exploring, eating, and getting to as many hot springs as we could.Read More
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'Untitled Apocalypse' offers immersive installation at EMPAC
'Untitled Apocalypse' offers immersive installation at EMPAC
Experimental video and installation artist Allison Berkoy wrapped a pair of life-sized mannequins in medical gauze, sat them in wheelchairs and faced them toward a working television. She projected faces onto their heads, which made their eyes roll.
The Economist, in a 2009 review of her work at New York's Armory International Fair of New Art, described it as "razzing" and "eerie."
Berkoy, an MFA student at RPI, will offer more of the same strangeness in "Untitled Apocalypse," a multimedia installation at RPI's Curtis R. Priem Experimental Media and Performing Arts Center (EMPAC). The installation revolves around a series of untitled disasters and includes projections, performances, films, dummies, games, a fashion show, a solar electric boat, and an angel that plunges into a pit of steel balls.
More Information
At a glance
"Untitled Apocalypse"
When: 7 p.m. Friday; 2 p.m. Saturday
Where: EMPAC, 110 8th St., Troy
Admission: Free
Info: 276-3921; http://empac.rpi.edu


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Belton Evening News. (Belton, Tex.), Vol. 18, No. 214, Ed. 1 Monday, January 5, 1903
Description: Daily newspaper from Belton, Texas that includes local, state and national news along with extensive advertising.
Date: January 5, 1903
Creator: Savage, H. B.
Item Type: Refine your search to only Newspaper
Partner: The Dolph Briscoe Center for American History


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Admit it -- you'd never heard of NZ First MP Richard Prosser till the Wogistan debacle. Now he is a household name. Plus Ralph Stewart's payout and Novopay.
A week ago I wrote a blog about Parliament, noting that what went on there was mostly theatre – a "game" – and the content of what was said there was not to be taken too seriously. In one sense what Richard Prosser MP said last week confirmed this; the content of his statement about young Muslim males and "Wogistan" was such nonsense that only a fool could take this guy seriously. You might hear that kind of overstated nonsense if you were listening to a half cut table at the local boozer, but you would not expect it from an MP.
Those comments were so over the top that one wonders how anyone claiming to be responsible (and at least I hope MPs claim to be responsible) could hold such ridiculous views.
And that was followed by rather ridiculous attempts to explain the statement away. NZ First MPs caught by journos had a stock standard 'all statements in relation to this matter will be handled by the leader' response. When we heard an explanation we were told that the statement was merely an argument for profiling initiated after Mr Prosser had had a pocketknife taken away during an airport security check. Debate on the 'real topic' had been taken over by a distracting sideline comment within the article. At the most it was a 'mistake' – written in an 'unbalanced' way. When the controversy refused to go away, an apology for upsetting people emerged but nothing to indicate that the underlying views expressed in the article were repudiated. No one other than the already converted accepted the explanation, and when you look at the overall article, neither should they.
Until this statement arose I had never heard of Richard Prosser MP. Whatever else, during the time he has been in Parliament he has made no impression warranting publicity. And yet this ridiculous statement received international publicity.
Herein lies the dilemma. If you say something sensible and moderate, the chances are that you will receive no publicity at all. If you say something absurd and ridiculous, it could well be heard worldwide.
Also in Wellington last week ACC paid Ralph Stewart, their recently resigned CEO, a $100,000 bonus. Setting aside the point that for most hard working New Zealanders $100k is a massive amount for a year's work, this is not justified. There seems to be a view that supports these payouts that goes like this – if an organisation is performing well it must be because the chief executive is performing well. Here military history is a great teacher. An army succeeds not just because it has a good general officer, but when the general officer and everyone down the line does their allotted task well and properly. This applies to organisations across the board.
Finally, there was Novopay. The policy underlying the State Sector Act of the 1980s was that Ministers (politicians) would determine policy and the CEOs of government departments would take responsibility for the organisation required to practically deliver that policy. This definitely covered activities like payroll.
As a consequence of taking such a broad responsibility, the CEOs would be significantly better paid than had been the case in the past. But equally, they would be accountable for the organisation's performance. Now we have the worst of both worlds. We have the golden handshakes, the golden parachutes, the huge packages, and so forth with the responsibility for failure apparently lying with the Ministers.
Perhaps it's time to refresh ourselves on the State Sector Act and send Richard Prosser off to be the High Commissioner to Wogistan.


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November 8, 2008
Dumb Idea Part IV… Road Trip
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HOUSTON - A big rig crashed into a vehicle Tuesday on the North Loop, shutting down the main lanes for hours.
The accident happened in the westbound lanes of the IH-610 North Loop at IH-45 North at 9:40 a.m. All the westbound lanes were closed.
Investigators said the 18-wheeler slid on the slick freeway, and the driver lost control and hit another vehicle. The drivers' injuries were not considered life-threatening, officials said.
The 18-wheeler was carrying a load of pipes, which spilled on the Loop.
The lanes were cleared and reopened by noon.
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text: Shop Local Tip #10: Switch BanksKeep your savings or your loans with local Sitemap indie community banks or credit unions. When you bank local, more money stays in Sitemap because the interest, the deposits or the loan payments you make help the bank to lend to local businesses or families in your community. These banks can offer the same capabilities as the big banks, but they concentrate on serving only one or two communities based on their smaller asset size. Since they're locally owned and focus on serving the businesses and families in their geographic area, they build up local wealth in your community. And there is usually greater stability in personnel at a Sitemap community bank meaning that you'll likely be dealing with the same banker for years.


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Mar 12, 2012
The Harvard men's basketball team is making its first NCAA tournament appearance since 1946 (Gil Talbot).
- Postseason Guide (PDF)
- Harvard Men's Basketball NCAA Tournament Central
- Live Statistics
- Live Video Stream (Free)
- NCAA Tournament Bracket (PDF)
- NCAA Tournament Bracket (Interactive)
- Harvard Men's Basketball News Clippings
The Particulars
No. 12 seed Harvard (26-4, 12-2 Ivy), the Ivy League champion, will face fifth-seeded Vanderbilt (24-10, 10-6 SEC), the SEC tournament champion in the second round of the NCAA tournament in Albuquerque, N.M., Thursday at 4:40 p.m. EST (2:40 MST). The Crimson is making its first trip to the NCAA tournament since 1946.
Harvard's 26-4 overall record is the best in program history.
Game Coverage
Thursday's game will be shown live nationally on TNT at 4:40 p.m. EST (2:40 p.m. MST). Spero Dedes, Bob Wenzel and Jaime Maggio will have the call.
WHRB's Charlie Hobbs, Scott Reed and James Yoon will have the audio call on WHRB-FM. Live statistics will also be available for the game at GoCrimson.com.
Series History Against Vanderbilt
The Commodores hold a 1-0 lead in the all-time series against Harvard with the only meeting coming during the 1993-94 season. The Crimson dropped a 74-58 decision to Vanderbilt on Dec. 28, 1993 at the Music City Invitational in Nashville, Tenn.
Harvard's Last Time Out
Oliver McNally led the way with 17 points, making three treys, while Brandyn Curry drained four triples, finishing with 12 points, as the Crimson defeated Cornell, 67-63, to clinch a share of Harvard's second straight Ivy League title. Harvard drained 12-of-26 3-point attempts (.462) against the Big Red, as the Crimson concluded the regular season with 12 road victories, a program record.
Vanderbilt's Last Time Out
The Commodores knocked off Kentucky, the nation's top team, 71-64 to claim its first SEC tournament championship since 1951. Vanderbilt snapped Kentucky's 24-game winning streak as it held the Wildcats to 35.9 percent shooting (23 of 64) and did not allow a field goal in the last 8:04 of the game. Jeffery Taylor led Vanderbilt with 18 points, while Festus Ezeli and John Jenkins added 17 apiece.
Harvard In The NCAA Tournament
The Crimson is 0-2 all-time in the NCAA tournament, with both games occurring in 1946. Harvard fell to Ohio State, 46-38, and NYU, 67-61, in the only previous trip to the NCAA tournament.
Harvard vs. NCAA Tournament Field
The Crimson owns a 2-1 record against teams in this year's NCAA tournament, as Harvard defeated Florida State and Vermont, but fell at UConn.
Ivy League In NCAA Tournament
In NCAA tournament history, Ivy League teams have combined for a 40-78 (.339) record in 68 appearances since 1939. Since 1957, the Ivy League has a 31-58 (.348) record in 54 appearances.
Tommy Amaker In NCAA Tournament
Harvard head coach Tommy Amaker is 2-1 in the NCAA tournament, with his previous appearance coming in 2000 with Seton Hall. Amaker guided the Pirates to wins over Oregon and Temple, before falling to Oklahoma State in the Sweet 16.
Ivy League Historically in NCAA Tournament
Brown was the first Ivy League team to appear in the NCAA Tournament, losing 42-30 to Villanova in a first-round game of the 1939 NCAA tournament.
In 2010, Cornell, a No. 12 seed, advanced to the Sweet 16 after earning wins over fifth-seeded Temple and fourth-seeded Wisconsin in the first two rounds. The victories were the first for the League since Princeton, as a No. 5 seed, defeated 12th-seeded UNLV in the first round of the 1998 NCAA tournament. It marked the first time an Ivy team advanced to the regional semifinals since Penn's magical run to the 1979 Final Four.
No. 12 Seed Success In NCAA Tournament
In NCAA tournament history, No. 12 seeds are 59-128 (.316) overall. No. 12 seeds are also 39-89 (.305) vs. No. 5 seeds and 11-19 vs. No. 4 seeds (.367).
Harvard vs. The SEC
The Crimson boasts an 0-4 record all-time against current members of the SEC, falling once to Vanderbilt (74-58, 1993-94), Florida (95-75, 1969-70), Tennessee (84-69, 1974-75) and South Carolina (71-63, 1976-77).
Ivy Champion Harvard Crimson
For the second straight year and for the second time in school history, Harvard earned the Ivy League title, as the Crimson topped Cornell in Ithaca, N.Y., 67-63, March 3, 2012. Harvard also tied the program record, set last season, by winning 12 conference games.
For the second straight year and for the second time in school history, Harvard earned the Ivy League title, as the Crimson topped Cornell in Ithaca, N.Y., 67-63, March 3, 2012. Harvard also tied the program record, set last season, by winning 12 conference games.
Postseason Play
For the third straight year, and fourth time overall, Harvard earned a postseason tournament bid this season. In 1946, the Crimson qualified for the NCAA tournament and returned to the postseason in 2010, playing in the CollegeInsider.com Tournament. Last year, Harvard earned a bid to the National Invitation Tournament (NIT) for the first time in program history, before earning an NCAA tournament berth this season.
Harvard is looking for its first postseason victory. The Crimson is 0-5 all-time in the postseason, falling to NYU and Ohio State during the NCAA tournament in 1946, losing at Appalachian State in the CIT in 2010 and dropping the Ivy League playoff to Princeton and falling at Oklahoma State in the NIT last year.
RPI Watch
Harvard concluded the regular season No. 35 in the RPI, according to collegerpi.com. The Crimson earned the highest ranking in program history, No. 14, Dec. 2, 2011.
Back To 20
For the third straight year and the third time in program history, Harvard has won 20 games in a season, boasting a 26-4 overall mark this season. The Crimson went 21-8 in 2009-10 and posted a 23-7 overall mark last season. Harvard's 24 victories set a new program record.
Stepping Up On D
The Crimson is allowing only 54.0 points per game this season, good for third in the nation in scoring defense. Wisconsin paces the nation, surrendering only 51.7 points per contest, while Virginia sits second (52.2 points allowed per game)Harvard has only allowed 70 points twice and surrendered 50 or less points in 11 games and less than 40 points twice.
All We Do Is Win
Entering the week, Harvard was one of only 15 schools in the nation with at least 26 victories this season, joining North Carolina, Duke, Belmont, Syracuse, Kansas, Missouri, Drexel, Virginia Commonwealth, Wichita State, Creighton, Murray State, Kentucky, Oral Roberts and St. Mary's.
Rejection List
With 43 blocks this season, Keith Wright now ranks first in program history with 149 rejections, having surpassed Brian Cusworth '07 (147). Wright broke the record with a rejection in the second half against Penn Feb. 25, 2012. Wright's 54 blocks last year also stand second in Harvard history for a single season. Brian Banks '78 had 59 rejections during the 1977-78 campaign. Wright's 43 blocks this year ranks seventh in team history.
Kyle Casey has rejected 90 blocks in his career, including 35 this season, ranking him fifth in program history in rejections.
Handing Out Dishes
Brandyn Curry has handed out 421 assists in his career, ranking the junior fifth in program history. Curry trails Glenn Fine '79 (559) for fourth place in the Harvard record book.
On The Big Screen
The Crimson will play at least 10 games on national or regional television this season.
Harvard is 6-3 on TV this year after earning wins over Utah (HDNet), No. 20/22 Florida State (Versus) and Central Florida (Versus) at the Battle 4 Atlantis. The Crimson also defeated Boston University (NESN), Boston College (ESPN3) and Cornell (ESPN3) but fell on the road at No. 9/9 Connecticut (ESPN2), at Princeton (ESPNU) and at home to Penn (ESPN3).


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What do you wear on your feet while surf fishing?
I fish barefoot cause i get tired of pebbles under my foot while wearing any kind of sandal, having to flush out the sand, cuts into my fishing time plus i am in the water most of the time, but my feet are hurting days latter, what do you wear?
has any one tried the crocs swiftwater sandal or the fishermans? post up please.
Only position you start out on top
ditch digger!


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Moderators: Three Stars, dagny, pfim, netwolf
Bowser wrote:...not sure I was all that impressed with Fedotenko's performance but hey that's just me.
littlemoonboot wrote:I don't know, I'll always have a spot in my heart for "The Shift" game when it comes to highlight games for the Candyman. But yeah he was pretty awesome and he should have gotten a star.
profpolisci wrote:How does he not get a star?
demangone wrote:Scuderi looked great out there as well. I hope he gets resigned as well. Maybe next game Gill gets scratched and Sydor gets to play?
meecrofilm wrote:Don't you mean Orrpik has as many points as Crosby?
Bob McKenzie wrote:Zigomanis has been solid since he's been here. Nice surprise. Wins faceoffs. Hard worker ala Kennedy. Good positioning in both zones.
Back to Orpik, he played a great game. His pass to Dupuis was as nice as the goal.
longtimefan wrote:I thought he was the second star? I didn't stay to hear them announced, but could have sworn that Lange and Bourque announced the stars as Dupuis, Orpik and Timmonen.
Idoit40fans wrote:longtimefan wrote:I thought he was the second star? I didn't stay to hear them announced, but could have sworn that Lange and Bourque announced the stars as Dupuis, Orpik and Timmonen.
1. Dupu
2. Ziggy
3. Timo
He may not be a frequent visitor to this spot, but the veteran defenseman went beyond his comfort zone Tuesday night and accomplished a career first during Pittsburgh's 3-2 overtime win against intrastate rival Philadelphia. In his previous 300 career games, the San Francisco native never had paired a goal and assist in the same game, but the defensive-minded Orpik got a little offensive against the Flyers by scoring a goal – the team's first of the night at 14:12 of the first period on a power play, no less – and provided the primary assist on Pascal Dupuis' game-winner with just more than 10 seconds remaining in sudden death. In addition to his first one-goal, one-assist contest, Orpik blocked three shots and delivered four hits during a team-high 25:07 of ice time.
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Tuesday, August 5, 2008
Statler and Waldorf have got nothing on the PTS crew
Also, the PTS baseball segments are generally stretched out over five minutes, which is a seemingly endless amount of time to allow Jim Kelley to try to make an argument about anything.
(We think Kelley's point tonight was that J.P. overspent Rogers' money on A.J. Burnett, and therefore should have overspent with the personnel that he has accumulated in order to acquire Jason Bay. Which is quite possibly the stupidest thing we've ever heard spoken on Sportsnet, the Fan 590, or on any sports talk radio program anywhere.)
Come on, guys. We fucking well get that you hate J.P., and that anything he does is wrong in your eyes, and of course you are right because the proof lies in the fact that they haven't won the World Series under his watch.
This whole act is so tiresome. We're almost rooting for J.P. to get fired at this point if only so that the thin-skinned Toronto media can get over their fucking imaginary wounds and move on.
Hopefully, Tony LaCava won't offend anyone's precious sensibilities.
6 comments:
- The Southpaw said...
I'm torn between hoping he goes so all the bashers will STFU, and hoping he stays just to prolong their agony.
- August 5, 2008 at 7:01 PM
- Joanna said...
As it has been said about 10.5 billion times, compared to today's market, AJ is a freaking steal. McGowan covers up lack of research and insight with loudness. Sometimes it's fun to listen to them bitch, but other times, STFU.
- August 5, 2008 at 7:07 PM
does jim kelley know anything about anything? such a moron. why don't they just stick to hockey. get it, "stick" to hockey
- August 5, 2008 at 7:56 PM
- Darren Priest said...
Another difference between the Muppets curmugeons and the PTS guys is they Statler and Waldorf actually watched the show.
- August 5, 2008 at 8:33 PM
I don't listen to PTS, but I didn't realize Jim Kelley had shifted his focus to baseball since retiring from the Buffalo Bills.
- August 6, 2008 at 9:36 AM
I really hope Keith Law comes in. He is just a big of a jerk as JP, but I think he knows a little more about baseball and identifying talent.
- August 6, 2008 at 1:32 PM


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Watch the Entire 'Community' Panel From Comic-Con 2013
Posted on Thursday, July 25th, 2013 by Angie Han
/Film didn't get a chance to cover the Community Hall H panel at this year's Comic-Con, sadly, but you can enjoy what we missed thanks to the power of the Internet.
A video of the entire event, from Dan Harmon's Iron Man-inspired intro to the final round of applause, has made its way online. Executive producer Chris McKenna and stars Alison Brie, Yvette Nicole Brown, Gillian Jacobs, Ken Jeong, Danny Pudi, and Jim Rash were also along for the ride. Watch it after the jump.