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Learning to Teach at UWM Disciplinary-based Courses, Intro to Education Pre-Professional Program Learning PPST/Praxis I Exam Basic Skills Courses in Pedagogy, Pedagogical Content Knowledge, Clinical Experiences Praxis II Exam Content Knowledge Graduation Certification Initial Licensure District, School, or Content Staff Development, Mentor Teacher Guidance, Graduate Coursework, Advanced Licensure In-service Professional Learning Professional Program Learning Figure 1. Pre- and In-Service Professional Learning

Authentic Pedagogy Fred Newmann Standard 1. Construction of Knowledge  Instruction involves students in manipulating information and ideas by synthesizing, generalizing, explaining, hypothesizing, or arriving at conclusions that produce new meaning and understandings for them. Standard 2. Disciplined Inquiry  Deep Knowledge - Instruction addresses central ideas of a topic or discipline with enough thoroughness to explore connections and relationships and to produce relatively complex understandings.  Elaborated Communication - Students engage in extended conversational exchanges with the teacher and/or their peers about subject matter in a way that builds an improved and shared understanding of ideas or topics. Standard 3. Value Beyond School  Students make connections between substantive knowledge and either public problems or personal experiences in their lives outside of school. Definition: Teaching that promotes student production of Authentic Intellectual Work

Examples from Design Teams World Languages  Artifacts from Content Courses are designated to go into portfolios. How might these artifacts be more representative of how students might use them in a teaching and learning environment? How might these artifacts be grounded in a Value beyond School - the immediate course and considered by School of Education during admissions? E/LA  Faculty collaboration between Eng. 445 and E/LA Methods and the pairing of Advanced Writing courses and Writing Methods courses How might artifacts produced in these courses be more representative of how students might use them in a teaching and learning environment? How might these artifacts be grounded in a Value beyond School - the immediate courses and considered by School of Education during admissions? Social Sciences  MDC course is connected in L&S How might this course be connected to School of Education methods courses? How might artifacts produced in this course be more representative of how students might use them in a teaching and learning environment? How might these artifacts be grounded in a Value beyond School - the immediate course and considered by School of Education during admissions?

Concluding Remarks