Bilingual Education Licensure


In line with the tradition of Cardinal Stritch University preparing teachers for the state of Wisconsin and in response to local and national teacher shortages in ESL, the College of Education and Leadership offers a program leading to Wisconsin state licensure in English as a Second Language (395). The program consists of 14 credits of coursework including a two-credit practicum that will be conducted in a setting where English learners are present. Courses are offered in blended model and for one night a week for eight weeks. This program is designed for licensed teachers interested in pursuing a subsequent license to teach in school settings where English learners are present.

 

Courses Are Available

Face to Face
Evening

Program Details

 ●  Cost per Credit: $690 (2018-19)

  1. Teachers know the subjects they are teaching. The teacher understands the central concepts, tools of inquiry, and structures of the disciplines she or he teaches and can create learning experiences that make these aspects of subject matter meaningful for pupils.
  2. Teachers know how children grow. The teacher understands how children with broad ranges of ability learn and provides instruction that supports their intellectual, social, and personal development.
  3. Teachers understand that children learn differently. The teacher understands how pupils differ in their approaches to learning and the barriers that impede learning and can adapt instruction to meet the diverse needs of pupils, including those with disabilities and exceptionalities.
  4. Teachers know how to teach. The teacher understands and uses a variety of instructional strategies, including the use of technology, to encourage children's development of critical thinking, problem solving, and performance skills.
  5. Teachers know how to manage a classroom. The teacher uses an understanding of individual and group motivation and behavior to create a learning environment that encourages positive social interaction, active engagement in learning, and self-motivation.
  6. Teachers communicate well. The teacher uses effective verbal and nonverbal communication techniques as well as instructional media and technology to foster active inquiry, collaboration, and supportive interaction in the classroom.
  7. Teachers are able to plan different kinds of lessons. The teacher organizes and plans systematic instruction based upon knowledge of subject matter, pupils, the community, and curriculum goals.
  8. Teachers know how to test for student progress. The teacher understands and uses formal and informal assessment strategies to evaluate and ensure the continuous intellectual, social, and physical development of the pupil.
  9. Teachers are able to evaluate themselves. The teacher is a reflective practitioner who continually evaluates the effects of his or her choices and actions on pupils, parents, professionals in the learning community and others and who actively seeks out opportunities to grow professionally.
  10. Teachers are connected with other teachers and the community. The teacher fosters relationships with school colleagues, parents, and agencies in the larger community to support pupil learning and well-being and acts with integrity, fairness and in an ethical manner.
Standard #1: Learner Development. The teacher understands how learners grow and develop, recognizing that patterns of learning and development vary individually within and across the cognitive, linguistic, social, emotional, and physical areas, and designs and implements developmentally appropriate and challenging learning experiences.
 
Standard #2: Learning Differences. The teacher uses understanding of individual differences and diverse cultures and communities to ensure inclusive learning environments that enable each learner to meet high standards.
 
Standard #3: Learning Environments. The teacher works with others to create environments that support individual and collaborative learning, and that encourage positive social interaction, active engagement in learning, and self-motivation.
 
Standard #4: Content Knowledge. The teacher understands the central concepts, tools of inquiry, and structures of the discipline(s) he or she teaches and creates learning experiences that make the discipline accessible and meaningful for learners to assure mastery of the content.
 
Standard #5: Application of Content. The teacher understands how to connect concepts and use differing perspectives to engage learners in critical thinking, creativity, and collaborative problem solving related to authentic local and global issues.
 
Standard #6: Assessment. The teacher understands and uses multiple methods of assessment to engage learners in their own growth, to monitor learner progress, and to guide the teacher and learners decision-making.
 
Standard #7: Planning for Instruction. The teacher plans instruction that supports every student in meeting rigorous learning goals by drawing upon knowledge of content areas, curriculum, cross-disciplinary skills, and pedagogy, as well as knowledge of learners and the community context.
 
Standard #8: Instructional Strategies. The teacher understands and uses a variety of instructional strategies to encourage learners to develop deep understanding of content areas and their connections, and to build skills to apply knowledge in meaningful ways.
 
Standard #9: Professional Learning and Ethical Practice. The teacher engages in ongoing professional learning and uses evidence to continually evaluate his/her practice, particularly the effects of his/her choices and actions on others (learners, families, other professionals, and the community), and adapts practice to meet the needs of each learner.
 
Standard #10: Leadership and Collaboration. The teacher seeks appropriate leadership roles and opportunities to take responsibility for student learning, to collaborate with learners, families, colleagues, other school professionals, and community members to ensure learner growth, and to advance the profession.
CAEP Standard 1: Content and Pedagogical Knowledge
The provider ensures that candidates develop a deep understanding of the critical concepts and principles of their discipline and, by completion, are able to use discipline-specific practices flexibly to advance the learning of all students toward attainment of college and career-readiness standards.
 
CAEP Standard 2: Clinical Partnerships and Practice
The provider ensures that effective partnerships and high-quality clinical practice are central to preparation so that candidates develop the knowledge, skills, and professional dispositions necessary to demonstrate positive impact on all P-12 students’ learning and development.
 
CAEP Standard 3: Candidate Quality, Recruitment and Selectivity
The provider demonstrates that the quality of candidates is a continuing and purposeful part of its responsibility from recruitment, at admission, through the progression of courses and clinical experiences, and to decisions that completers are prepared to teach effectively and are recommended for certification. The provider demonstrates that development of candidate quality is the goal of educator preparation in all phases of the program. This process is ultimately determined by a program’s meeting of CAEP Standard 4.
 
CAEP Standard 4: Program Impact
The provider demonstrates the impact of its completers on P–12 student learning and development, classroom instruction, and schools, and the satisfaction of its completers with the relevance and effectiveness of their preparation.
 
 
CAEP Standard 5: Provider Quality, Continuous Improvement and Capacity.
The provider maintains a quality assurance system comprised of valid data from multiple measures, including evidence of candidates’ and completers’ positive impact on P-12 student learning and development. The provider supports continuous improvement that is sustained and evidence-based, and that evaluates the effectiveness of its completers. The provider uses the results of inquiry and data collection to establish priorities, enhance program elements and capacity, and test innovations to improve completers’ impact on P-12 student learning and development.
Domain 1:  Planning and Preparation
 
Domain 2:  Classroom Environment
 
Domain 3:  Instruction
 
Domain 4:  Professional Responsibilities
1. Language Competence:
Teachers have a high degree of fluency in English, comprehend the linguistic and paralinguistic features of the English language, and recognize the processes through which languages are acquired in both formal and informal contexts.
 
2. Developmental, Social, Political, and Cultural Contexts:
Teachers of English language learners address the developmental, social, political, and cultural contexts of their students’ lives and educational experiences. They comprehend how these relate to classroom performance and educational practice.
 
3. Curriculum, Instruction, and Assessment:
Teachers employ effective curriculum, instruction, and assessment practices for English language learners and possess knowledge of the content taught in schools.
 
4. The School Environment:
Teachers recognize the importance of situating support programs for English language learners within the context of the school and community to ensure their academic success.
 
5. Professional Development:
Teachers are reflective practitioners who continually engage in ongoing professional development, networking, research, and innovation (see Standard 9, Wisconsin Teacher Standards). Teachers actively seek out opportunities to grow and contribute professionally.
 
6. Linguistic and Cultural Proficiency:
Teachers have achieved an advanced level of proficiency in the language of the students and a deep understanding of the cultures of the students through intensive experiences.
 
7. Bilingual Pedagogy:
Teachers will recognize the purpose and management of dual language instruction, including curriculum design, instructional practice, and assessment.

Funding Your Education

Stritch is competitively priced to help students complete certificate and licensure programs. Counselors in our Financial Aid Office know how to help student locate all options available for funding their education.
 

Alumni Network

Students, families, and employers know Cardinal Stritch University as a place that helps students find their mission, develop new skills, gain relevant career experience, and expand their professional networks. With a network of close to 37,000 graduates, our alumni are successful in their roles at nonprofits, schools, small companies, health care organizations, corporations, and entrepreneurial ventures.

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