Secondary Education


The Undergraduate Teacher Education Program prepares teachers to impact student learning through research-based methodologies and strong, positive relationships. Our program provides early and continuing experiences in public, private and professional development schools. We want to make sure that you’re in the classroom within your first two semester of program coursework so you can decide if this field is for you and begin the process of authentic teaching and learning.  Program outcomes are grounded in the Wisconsin Teacher Standards for licensure. It is also aligned with the best practices in teacher education and closely connect with both the Literacy and Special Education departments.

We approach teacher education as a reflective, rigorous process through which teacher candidates learn about themselves, their students, and educational practice so our graduates positively impact student learning. This program offers a “dual certification” model in which students can combine regular certification with special education certification and graduate from our program with increased marketability. We want you to be confident in your ability to teach any student, anywhere, within your certification areas. We integrate small classes, classroom experiences, current technology, and the firm commitment to make a difference in the lives of our graduates’ future students.  We know that you are entering this field to make a difference in the world, and we want to make sure you’re ready to fulfill that dream.

 

Courses Are Available

Face to Face
Day
Main Campus

Program Details

●  Credits: 120
●  Tuition/Semester:$14,999 (2018-19)
●  Tuition/Year:$29,998 (2018-19)


Hear from Stritch Students


  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

DPI Content Standards:
 “All programs leading to a licensure to teach at the secondary level also meet the Department of Public Instruction (DPI) standards for that program.”

Additional Information


Undergraduate Evening Teacher Preparation

The Undergraduate Teacher Education Program prepares teachers to impact student learning through research-based methodologies and strong, positive relationships. Our program provides early and continuing experiences in public, private and professional development schools. We want to make sure that you’re in the classroom within your first two semester of program coursework so you can decide if this field is for you and begin the process of authentic teaching and learning. Program outcomes are grounded in the Wisconsin Teacher Standards for licensure. It is also aligned with the best practices in teacher education and closely connects with both the Literacy and Special Education departments. 

Get More Information
 

Transfer Credits You Already Earned

A total of 120 semester credits are required for graduation, with at least 30 major course credits taken at Cardinal Stritch University. A maximum of 90 credits may be transferred from another accredited degree-granting institution and applied to fulfill major course requirements.

In the admission process you will need to provide transcripts from each college or university you attended. We will review the courses you already took to find out what will transfer to Stritch. Download our guide that explains credit acquisition or view a list of institutions we partnered with to establish articulation agreements.
 

Freshman Applicant Admission Requirements

•  Complete the Admissions Application
Submit the admissions application which is free to complete online.

•  Request Transcripts
Have official high school transcripts delivered directly to the Office of Admissions from your school. We will also review GED scores of 250 or above.

•  Send ACT or SAT Scores
Provide an official score report from the ACT or SAT. High school graduates out of school for over one year do not need to submit scores.

 


Transfer Student Applicant Admission Requirements

•  Complete the Admissions Application 
Submit the admissions application which is free to complete online.

•  Request Transcripts
Have official transcripts from each college or university delivered directly to the Office of Admissions
 


Information for International Students

If your prior education was not conducted in English, you must demonstrate proficiency with acceptable scores from the TOEFL, IELTS, or an ESL program. Review the  language and academic requirements to know if you are prepared for studying at Stritch. Review the We can also help you obtain an F-1 student visa.

 

Funding Your Education

The undergraduate degree programs are competitively priced to make your education affordable. Our counselors in the Financial Aid Office know how to help students locate all options available for funding their education. Learn more about our tuition and the financial aid process.
 

Alumni Network

Students, families, and employers know Stritch as a university that helps students find their mission, develop new skills, gain relevant career experience, and expand their professional networks. With a network of over 38,000 graduates, our alumni are successful in their roles at nonprofits, schools, small companies, health care organizations, corporations, and entrepreneurial ventures.

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