CUW's newsletter to the members of the Preferred Educational Partnership network
|
|
Accelerated Initial Teacher Licensing at CUW
We are happy to announce that the Concordia Accelerated Program for Teacher Licensure (CAPTL) will be offering our licensure cohorts this upcoming Fall semester. CAPTL prepares students to earn initial teacher licensure in the areas of Early Childhood, Elementary, Secondary and Cross Categorical Special Education through the Wisconsin Department of Public Instruction. We strive to inspire our teacher candidates to become servant leaders in the field of education. Our curriculum emphasizes working with diverse student populations, becoming reflective practitioners, and understanding how to differentiate instruction to meet the academic needs of all learners. All of our programming is offered at the graduate level and leads to students earning a Master of Science in Education. We offer many convenient accelerated models of instruction for our students to choose from, such as face-to-face, online, and online hybrid blended. We utilize Zoom and the Blackboard learning management system in all of our coursework to help our students stay as connected as possible with their instructors and fellow cohort members.
Our Appleton, Kenosha, Madison, and Mequon centers will be offering licensure face-to-face cohorts in Fall for the following areas: Early Childhood, Elementary, and Secondary.
In Spring, we will be launching licensure online blended cohorts in the following areas: Early Childhood, Elementary, Secondary, and Cross Categorical Special Education.
We also offer add-on teacher licensure programs in the areas of Gifted and Talented, Alternative Education, ESL, and Bilingual. Each of these programs include options to obtain a Masters of Science in Education in addition to licensure or licensure only.
|
|
How our lives have changed!
Spring is always an amazing time of year. We generally look forward to the end of winter and the new growth of spring. Many in education have bittersweet times, thinking of what we have yet to accomplish, and looking forward to seeing our students move forward.
The spring of 2020 has certainly been even more interesting. We have all moved from face to face interactions with our students, colleagues and distant loved ones, to online communication. Many of us are learning new techniques (willingly or not) how to work through technology to teach and interact with others.
Personally, as I move toward the end of May 2020, I am looking forward to retirement. However, the COVID-19 has prohibited me from cleaning out my office, from saying good bye to dear friends and colleagues. After being at Concordia University for 35 years, the end is bittersweet. I began at Concordia shortly after they moved to the Mequon campus, so the changes in the physical plant, number of students and employees has changed dramatically. However, the underlying mission of Concordia, serving others as our Lord served us, remains constant. I began teaching undergraduate statistics in the psychology program as an adjunct instructor while finishing my dissertation. From there I continued to teach in the area of psychology, and was department chair for a time, as well as teaching undergraduates in the School of Education. I have interacted with thousands of students and colleagues over the many years, and hopefully have left a positive impact on those individuals.
As I move into retirement, it is hard to say goodbye, but know that Concordia University will continue to serve many students in the future. Thank you to all of you who have been a part of my life at Concordia University.
Dr. Jan Heinitz
|
|
Ed.D. in Leadership in Innovation and Continuous Improvement
- Cohort #5 launches in July, 2020. We are excited to welcome our newest doctoral candidates on their educational journey and experience. Enrollment for the cohort remains open through mid-June.
- Approximately 150 CUP students transferred into the LICI program over the past few months. We are happy to help these students find a new home as they begin or complete their doctoral journey.
|
|
Special Education Licensing Programs
The Graduate Special Education Programs offers teacher licensing and master’s degree courses which are fully online accelerated courses that are scheduled every eight weeks. These programs have been online for many years, so the current pandemic disruption has had little impact on coursework. The teacher license and master’s degree tracks include:
Cross-Categorical Special Education, K-12, 16 credits
Early Childhood Special Education, Birth-Grade 3, 12-28 credits
Visual Impairment, PreK-12, 24-30 credits
These programs have rolling admissions which means applications may be submitted any time, and rolling enrollment which means graduate students may enroll in the next schedule course.
For more information please contact Dr. Wanda Routier, Program Director
|
|
Upcoming Accelerated Courses
CUW Graduate Education offers accelerated courses each summer, and the 2020 slate of courses will be offered virtually. We would love to welcome you to campus, but now you can take a live course in your living room! Click
here
for more information.
|
|
“In the midst of every crisis lies great opportunity.”
We are surrounded in our life by a historical pandemic and tragedy. I commend the doctors, nurses, and all essential workers that rush into a burning building. I recently had a graduate Literacy student discuss
triage
with me. Doctors and nurses often do medical triage as they struggle to serve those in need. This is a difficult process for those in the medical field and those of us in the educational profession. We battle what needs to be done. Now we face fresh challenges. How do we instructionally triage the needs of students and families? We are at a moment of opportunities.
Professor John Hattie provides some
reassurance
that teachers can discover alternative possibilities to work with students outside of school and engage and support parents (Hattie, 2020). To instructionally triage students, Hattie suggests that we remain as a trusted adult for our students. Students will seek support as they return to school. Hattie notes that children can overcome traumatic stress and regain deficiencies or perceived drops in learning.
As we instructionally triage situations, we need to major in what matters. We need to promote social-emotional skills. Before we can provide instructional interventions, we must support students’ emotion and behavioral regulation, and growth by providing ways for children to express their God-given gifts. By providing children, the opportunity to express their unique insights, ideas, and creations we embrace their value and purpose.
During these times we need to lean on our faith and have trust. As educators we can:
·
- Support our community
- Provide meaningful tasks for academic work
- Understand and develop evidenced-based teaching and learning tasks
- Strengthen students’ belief in themselves
- Build personal relationship students and families
It takes courage to teach during
such a time as this
. I believe that we are being taught a number of lessons. Education is not about raising test scores. It is about
developing human potential
. As an instructional leader, you have been called to this critical moment to provide unique opportunities to your students, families, and communities.
|
|
Professional Development in Your District
The needs of schools and districts are constantly changing, and CUW stands ready to assist districts with professional development in a variety of ways. From in-service workshops to onsite licensing cohorts and anything in between, we are here to help!
If your district is looking for a professional development partner, please contact our Academic Partnerships Coordinator, Sarah Mayer, for more information. (262)243-4557 or
sarah.mayer@cuw.edu
|
|
Give your staff a shout out!
|
Is there a teacher or department in your district who is doing outstanding work to better the lives of your students? We love success stories and want to share yours.
|
|
Concordia University Wisconsin Graduate Education 262-243-2708
|
|
|
|
|
|
|
