The impetus for the teacher education program revolves around performance-based expectations as articulated in the ten Academic Goals of the institution and the ten Teacher Education Standards for the state of Wisconsin (WDP134.02). These provide direction for the scope and sequence of the Wisconsin Lutheran College teacher education curriculum; for the basis of student's experiential involvement, self-assessment, and reflection; and for the assessment of student growth in knowledge, skills, and attitudes.
Standard 1: The teacher knows the subject content.
The teacher demonstrates understanding of the central concepts, tools of inquiry, and structures of the disciplines and creates learning experiences that make content meaningful and purposeful for learners. [P134.02(1)]
Standard 2: The teacher knows how learners grow and develop.
The teacher demonstrates understanding of how learners with broad ranges of ability learn and provides instruction that support student intellectual, social, emotional, and personal development.[P134.02(2)]
Standard 3: The teacher understands diversity.
The teacher demonstrates understanding of how learners differ in approaches to learning, that barriers may exist impeding learning, and that adaptation of instruction may meet these diverse needs of learners, including those with disabilities and exceptionalities. [P134.02(3)]
Standard 4: The teacher knows how to teach.
The teacher understands and uses a variety of instructional strategies, including technology, to encourage learner development of critical thinking, problem solving, and performance skills.[P134.02(4)]
Standard 5: The teacher knows how to create and maintain a positive learning environment.
The teacher demonstrates an understanding of individual and group motivation and behavior to create a learning environment that engages learners through positive social interaction, active learning, and self-motivation. [P134.02(5)]
Standard 6: The teacher promotes and models effective communication.
The teacher promotes effective verbal and nonverbal communication techniques as well as instructional media and technology to foster and engage active inquiry, collaboration, and supportive interaction in the classroom, in the school, and in the community. [P134.02(6)]
Standard 7: The teacher possesses knowledge of educational foundations and skill at instructional planning.
The teacher demonstrates knowledge of the purpose of education, the historical and philosophical frameworks for school and learning, and clearly articulate a personal educational philosophy reflecting the purpose of education; the teacher organizes and plans systematic instruction based upon knowledge of educational foundations, subject matter, learners, the community, and curricular goals or standards. [P134.02(7)]
Standard 8: The teacher knows how to assess and evaluate student learning.
The teacher understands and uses a variety of formal and informal assessment strategies to evaluate and ensure the continuous intellectual, social and physical development and advancement of the learner. [P134.02(8)]
Standard 9: The teacher models Christian professional integrity.
The teacher demonstrates the characteristics of a reflective practitioner who continually evaluates effectiveness and strives for insight into current educational issues and programs, a commitment to ethical and value-based performance, and a priority of personal growth and service to the field of education and in one's faith life. [P134.02(9)]
Standard 10: The teacher networks with educational professionals and the community.
The teacher fosters positive relationships with colleagues, parents, and agencies in the larger community to support learning and well being; and acts with a Christian attitude, integrity, fairness, and professionalism in an ethical manner. [P134.02(10)]