We train our future teachers to transmit a heritage of wisdom, skill and moral commitment for the next generation.

Standards for Teaching

The teacher education program at St. Norbert College is based upon eleven standards that provide the foundation for student learning outcomes used to determine a pre-service teacher’s proficiency to teach. The first ten standards are the same as the Wisconsin Standards for Teaching and the eleventh standard reflects the philosophy unique to the St. Norbert College mission and vision.

The teacher education program has identified sub-standards for each teaching standard. These sub-standards provide a more in-depth perspective on what knowledge and skills are included within the expectations and learning outcomes of each standard.

To be a program completer and have the application for licensure submitted to the Department of Public Instruction, a pre-service teacher shall complete all program requirements and demonstrate proficient performance in the knowledge, skills and dispositions addressed by the following standards:

Standard 1: Teachers know the subjects they are teaching. The teacher understands the central concepts, tools of inquiry and structures of the disciplines he or she teaches, and can create learning experiences that make these aspects of subject matter meaningful for pupils.

Sub-standards for early childhood-middle childhood and middle childhood-early adolescence certification candidates:
1a. Knowledge of the mathematics content relevant to the level he or she will be certified to teach, including major concepts critical to the discipline.
1b. Knowledge of the language arts content relevant to the level certified to teach, including major concepts critical to the discipline.
1c. Knowledge of science content relevant to the level certified to teach, including major concepts critical to the discipline.
1d. Knowledge of the social studies content relevant to the level he or she will be certified to teach, including major concepts critical to the discipline.
1e. Knowledge of how students develop understanding and skill within the content area(s) one will be certified to teach, including how students demonstrate this competence.
1f. Identifies and employs relevant, content-specific curriculum materials.
1g. Designs and employs relevant, content-specific teaching strategies.
1h. Designs and employs relevant, content-specific assessments.
Sub-standards for early adolescence-adolescence certification candidates:
1a. Knowledge of the content one will be certified to teach, including major concepts critical to the discipline(s).
1b. Knowledge of how students develop understanding and skill within the content area(s) one will be certified to teach, including how students demonstrate this competence.
1c. Identifies and employs relevant, content-specific curriculum materials.
1d. Designs and employs relevant, content-specific teaching strategies.
1e. Designs and employs relevant, content-specific assessments.

Standard 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.

Sub-standards for all certification candidates:
2a. Normative characteristics of age groups.
2b. How students vary from the developmental norm for the age group.
2c. Designs instructional activities consistent with the developmental characteristics of age groups.
2d. Adjusting instruction activities for individual students reflecting their developmental characteristics.

Standard 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.

Sub-standards for all certification candidates:
3a. Knowledge of varying learning needs based on cultural background.
3b. Knowledge of varying learning needs based on socio-economic background.
3c. Knowledge of varying learning needs based upon unique learning styles.
3d. Knowledge of learning needs of individuals with disabilities and exceptionalities.
3e. Instructional activities consistent with characteristics of students’ cultural backgrounds.
3f. Instructional activities consistent with characteristics of students’ socioeconomic backgrounds.
3g. Instructional activities consistent with characteristics of students’ unique learning styles.
3h. Instructional activities consistent with the characteristics of students with disabilities and exceptionalities.

Standard 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.

Sub-standards for all certification candidates:
4a. Theories of learning.
4b. Knowledge of instructional strategies.
4c. Instructional strategies for meeting learning goals.
4d. Teaching strategies that employ higher-order thinking skills.
4e. Instructional strategies appropriate to curriculum content.
4f. Adjusting strategies in response to learner feedback.
4g. Technology integration.
4h. Technology awareness.

Standard 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.

Sub-standards for all certification candidates:
5a. Knowledge of theories of motivation.
5b. Create a strong positive classroom environment (i.e., an environment that encourages positive social interaction, active engagement in learning, and self-motivation).
5c. Designs motivational strategies for individual students consistent with their specific needs.
5d. Monitors the effectiveness of classroom-management strategies and makes adjustments based on student performance.

Standard 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.

Sub-standards for all certification candidates:
6a. Communication strategies.
6b. Oral communication.
6c. Written communication.
6d. Nonverbal communication.
6e. Listening skills.
6f. Support and expansion of learner expression.
6g. Use of multimedia communication tools.

Standard 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.

Sub-standards for all certification candidates:
7a. Lesson plan goals & objectives.
7b. Lesson plans.
7c. Learning activities.
7d. Long-term planning – unit planning.
7e. Planning interdisciplinary learning experiences.

Standard 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.

Sub-standards for all certification candidates:
8a. Knowledge of assessment strategies.
8b. Assessment and evaluation techniques for measuring student learning outcomes.
8c. Judgments using assessment strategies.
8d. Feedback to students.
8e. Learner’s self-assessment.
8f. Record keeping.

Standard 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.

Sub-standards for all certification candidates:
9a. Self-assessment.
9b. Response to students.
9c. Commitment to professional growth.
9d. Benefits of lessons, methods and resources.
9e. Drawing on expertise of colleagues.
9f. Reforming and maximizing education environment for students.
9g. Influence of parents and community.

Standard 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.

Sub-standards for all certification candidates:
10a. Interaction with teachers, staff and administration.
10b Interaction with families.
10c. Use of community resources.
10d. Punctuality.
10e. Professional appearance.

Standard 11: Teachers have the appropriate foundation to become agents of change. Teachers understand the fundamental purpose of schooling in a democratic society and pursue teaching as a transformative experience for the promotion of social justice and the common good.

Sub-standards for all certification candidates:
11a. Understands the fundamental purpose of schooling in a democratic society.
11b. Identifies and understands inequities in education opportunity and the way in which inequities (e.g., socioeconomic, gender, race, ethnicity, nationality, sexual orientation, religion) affect learning.
11c. Utilizes equitable teaching strategies to promote social justice and maximize student learning.
11d. Critically reads and interprets major national reports on education.
11e. Uses current research to inform her/his practice.

Faculty Perspective

“[Faculty/student collaborative research] gives students an in-depth perspective of what faculty members do outside of teaching. … It starts to make sense to them. They see how engaged you are in relation to your passion.”

Tynisha Meidl
Professor of Teacher Education