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Teacher Standards

St. Norbert 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, based on the Wisconsin Standards for Teaching, that must be met by all students completing a licensing program.

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 teacher candidate’s proficiency to teach. The first ten standards are the same as the Wisconsin Teacher Standards and the eleventh standard reflects the philosophy unique to the St. Norbert College mission and vision.
  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.
  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.
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