Extractions: Frequently Asked Questions - State of Wisconsin Charter Schools Home Schooling School Districts Title I Public Colleges and Universities Where can I find information about the Higher Education Aids Board Where can I find information about University of Wisconsin Colleges Where can I find a listing of the individual web sites for each of the University of Wisconsin Colleges?
Extractions: To select multiple campuses, UW-Baraboo/Sauk Co. UW-Barron Co. UW-Eau Claire UW-Fond du Lac UW-Fox Valley UW-Green Bay UW-La Crosse UW-Madison UW-Manitowoc UW-Marathon Co. UW-Marinette UW-Marshfield/Wood Co. UW-Milwaukee UW-Oshkosh UW-Parkside UW-Platteville UW-Richland UW-River Falls UW-Rock Co. UW-Sheboygan UW-Stevens Point UW-Stout UW-Superior UW-Washington Co. UW-Waukesha UW-Whitewater Display:
Population Of Wisconsin Teachers teacher Mobility. teacher Turnover in wisconsin. Population of wisconsin teachers. The findings for wisconsin are based on information http://www.ncrel.org/quality/mobility/wi/pop.htm
Extractions: Home Illinois Indiana Minnesota ... References The findings for Wisconsin are based on information from 1,882 teachers who began their teaching careers in Wisconsin during the 1994-95 school year. The career of each teacher in the sample is followed from the entry year through the 1999-2000 school year. Figure 1 provides a profile of the personal characteristics of the newly hired 1994-95 Wisconsin teachers. Slightly more than 72 percent of these new teachers were women, and the majority were white. More than 71 percent were age 30 or younger. Only 6 percent possessed graduate degrees. *Includes whites as well as ethnic minority groups who numbered too few to form another representative sample. Next >> Population of Wisconsin Teachers Analysis of Teachers Moving From, Staying In, and Leaving Wisconsin Wisconsin Teacher Survey Results ...
Wisconsin PK-16 Leadership Council Foundation which enabled the College to initiate wisconsins first formal program to support and assist teachers preparing to achieve this certification. http://www.wisconsin.edu/pk16/awards/awards03.htm
Extractions: A comprehensive literacy program providing balanced skills development within literature-rich activities including reading, writing, listening, speaking, deep thinking, and researching skills. As an urban PK-16 initiative, the MPA clearly represents the best of educational collaboration by bringing together a diverse group of leaders from the area public schools, public and private post-secondary education sectors, the local education association and school board, as well as business and industry. This high level collaborative effort has resulted in the creation of a program that will have a huge impact on the quality of teaching and learning in the region and serve as a model for statewide efforts.
Oral Proficiency Exam For Teacher Certification OPI EXAMINATION. THE ORAL PROFICIENCY INTERVIEW. IN MODERN LANGUAGES. REQUIRED FOR teacher certification. UNIVERSITY OF WISCONSINGREEN BAY. WHAT IS THE OPI IN http://www.uwgb.edu/modlang/opi.htm
UW-Green Bay French Program Oral Proficiency Interview Requirement for teacher certification. Ken Fleurant French Program Adviser Cofrin Library 825 A University of WisconsinGreen Bay http://www.uwgb.edu/modlang/french/frenprog.htm
Extractions: Studying French at the University of WisconsinGreen Bay The program in French studies is designed to help students develop practical language skills while they learn about the literature, culture and people of France and the French-speaking world. A major language in over forty countries on five continents, French is the most international foreign language. It is one of the two most important diplomatic languages, the language of business in a large part of the world, and an important research language for many disciplines (including art, music, linguistics, history, law, political science, anthropology and theology). The broad training that is part of a program in French studies (including written and oral communication skills, reading and analyzing texts, history, geography and social studies) is an excellent means to personal growth and intellectual enrichment. It is also a fine preparation for entrance into the professional world. In addition to teaching and graduate studies, French majors have developed successful careers in many areas of business, the service professions and government. In addition to the regularly scheduled array of courses, the French program also offers students the opportunity to earn degree credits while studying abroad. Believing that experiencing another culture can have a profound effect on a student's life, UWGreen Bay supports a UW-System semester program in Paris every spring, and accepts credits with faculty approval from numerous other study-abroad programs. See an adviser for details.
Social Studies Development Center (SSDC) In wisconsin, for example, a new law stipulates that to achieve certification teachers must demonstrate competency in the subjects they will teach. http://www.indiana.edu/~ssdc/histcertdig.htm
Extractions: teachers. Many researchers, theorists, and specialists have weighed in on the issue of teacher preparation and certification. To what extent are history teachers prepared and certified to teach the discipline? This Digest discusses (1) general findings about out-of-field teaching, (2) findings about state teacher certification requirements, (3) findings about content standards for teacher preparation and licensure, and (4) recommendations for improving preparation and certification requirements for history teachers. According to the U.S. Department of Education's National Center for Education Statistics School and Staffing Survey, in 1999-2000 71% of middle school history teachers lacked a college major in history or certification in history; 11.5% lacked a college major, a college minor, or certification in history. At the high school level, 62.5% lacked a college major or certification in history and 8.4% lacked a college major, college minor, or certification. The results for social science teachers were not quite as dismal, but they were notable nonetheless. Most striking is that the percentage of middle and high school teachers who had neither a college history major nor certification increased since 1987-1988. The high school increase was slight-62.1% to 62.5%. But at the middle school level, out-of-field teachers increased from 67.5% to 71% (Gewertz 2002).
