Wisconsin Improvement Program (WIP) Handbook

Department of Public Instruction Staff:

• Mark Schwingle, Director Letter from the Director

Executive Committee:

• Chet Melcher, Carthage College
• Walter Iselin, UW-Platteville
• Henry St. Maurice, UW-Stevens Point
• Tom Ganser, UW-Whitewater
• Joyce Natzke, Wisconsin Lutheran College

1. Defining The Wisconsin Improvement Process
   
   
2. Roles for the Intern, Institution of Higher Education, School District, and the Department of Public Instruction
   
   
3. The Application Process and Procedures
   
   
4. Professional Development
   
   
5. WIP Coordinators
   
   

Letter from the Director

Dear Educator:

Wisconsin prepares the best teachers in the nation. The Wisconsin Improvement Program provides an excellent opportunity for school districts, college and university campuses, and the Department of Public Instruction (DPI) to participate cooperatively in the education of future teachers. It is an opportunity for a promising student intern to be teamed with an experienced cooperating teacher who is willing to share his or her expertise. The amount and frequency of time the cooperating teacher is willing to devote, quality of supervision, support of the intern and, most important, the professional attitude of the cooperating teacher determines the impact of the program.

Teacher internship programs provide many services to local school districts including: 1) providing more classroom observation time to manage specific needs of students; 2) permitting more parent contacts; 3) enhancing team teaching and allowing some release time for the cooperating teacher for work on a district/building project, mentoring an initial educator, or participating on PDP review team; 4) affording colleges and universities an opportunity to plan staff development programs for the cooperating teachers who supervise interns (training that can also be made available to other teachers); and 5) providing districts the chance to assess potential future employees.

The Wisconsin Improvement Program provides an opportunity for teacher interns to be mentored into the teaching profession and provides a solid foundation for obtaining their initial educator license.

Sincerely,

Mark Schwingle, Director

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I. Defining The Wisconsin Improvement Process

What is the Wisconsin Improvement Program?

What is a WIP teacher internship?

Who is the teacher intern?

1. What is the Wisconsin Improvement Program?

Originally funded by the Ford Foundation in the latter 1950s, the Wisconsin Improvement Program (WIP) was founded and directed by John Guy Fowlkes, then Dean of the School of Education at the University of Wisconsin-Madison. By action of the Wisconsin 1987-89 budget bill, WIP is now an integral component of the Department of Public Instruction (DPI). WIP is a consortium of 32 teacher preparation institutions, and the DPI. The purpose of WIP is to promote and encourage the professional development and education of teachers throughout their careers.

Two major initiatives of WIP are the teacher intern program and the funding of professional development programs for interns and cooperating teachers throughout the state. The internship program offers pre-service teachers throughout Wisconsin a chance to enter the profession as licensed teachers with a specialized contract.

WIP gives final approval to internship designs as they are submitted and amended, and coordinates placement between districts that need interns and campuses that have qualified students. The intern experience is an important component of the teacher preparation program, and all parties must strive to ensure that a supportive learning environment exists.

2. What is a WIP teacher internship?

Each WIP internship is designed by the cooperating school and the participating college or university. An internship is organized around an intern team. The team guides and advises the teacher intern.The intern team consists of the teacher intern, the cooperating teacher, select school staff, and the college or university supervisor who provide input, direction and support for the teacher intern. The internship is only one semester in length per Wi. Stats. 115.41.

3. Who is the teacher intern?

The teacher intern is a college or university student in the process of completing a teacher preparation program leading to professional licensure. Teacher interns are selected based on criteria established by individual campuses.

Interns are licensed by the Department of Public Instruction. Intern applicants are interviewed and selected based on high admission standards. Interns are paid a minimum stipend of $4,500 per semester by the district while working under the guidance of an experienced cooperating teacher, and the district pays a $500 professional development fee per intern per semester to the DPI.

Students attending Wisconsin colleges and universities and some out-of-state member schools are eligible to participate in the WIP teacher intern program.

II. Roles for the Intern, Institution of Higher Education, School District, and the Department of Public Instruction

What is the intern’s role in the school district?

What is the role of the cooperating teacher?

What legal requirements must cooperating teachers meet?

What role does the school principal play?

What is the role of the union?

What are the responsibilities of the local school district?

What are the responsibilities of the local school superintendent/designee?

What are the responsibilities of the intern’s college or university?

What are the responsibilities of the teacher intern?

What issues should be discussed between the intern and school personnel prior to the beginning of the internship?

What are the responsibilities of the intern's college or university supervisor?

What is the DPI’s role in the intern process?

1. What is the intern’s role in the school district?

The teacher intern assumes a partial teaching assignment. The assignment can be no more than 50 percent of the workload of a full-time teacher in the district. The rule applies to time, not number of assigned students. A more detailed explanation of the 50 percent workload is as follows:

Example 1 - A full-time teacher in a district teaches six periods a day in an eight period schedule. The intern may teach three periods per day on his/her own. The remainder of the day the intern may observe the cooperating teacher or other teachers in the building/district.

Example 2 - A full time teacher in a school teaches three blocks per day in a four block schedule. The intern may teach one block per day on his/her own for the first six weeks. For the second six weeks, the intern may teach two blocks per day on his/her own. For the final six weeks, the intern may teach three blocks per day on his/her own. Throughout the semester, the intern may observe the cooperating teacher and other veteran teachers during the periods he/she is not teaching.

The intern is assigned a variety of instructional duties; planning, teaching, observing, and conferring with colleagues. The intern is not a substitute teacher. An intern usually is not enrolled in formal coursework during the internship. The actual workload of an intern will vary depending on the program worked out by team members. The normal work week for a teacher intern is to be on site at the district school five days per week during the semester (as defined in the district’s policy manual, association contract, and so forth.)

2. What is the role of the cooperating teacher?

The cooperating teacher provides day-to-day guidance to the intern and is available to observe the intern and provide feedback on a daily basis. The cooperating teacher introduces the intern to other team members, other faculty, administrators and resource persons in the school district, and orients the intern to team operations. The cooperating teacher will also advise the intern on the expectations of the school building, district, and community; and how to maintain student-teacher-parent rapport and professional ethics. The cooperating teacher will report to the intern’s college or university and complete an evaluation of the intern necessary for the intern’s certification.

3. What legal requirements must cooperating teachers meet?

PI 34.15(6) Wis. Admin. Code, Cooperating Teachers, requires that local school districts shall ensure cooperating teachers utilized in their clinical programs meet all of the following requirements:

a. Hold a regular Wisconsin License and have volunteered for assignment as a cooperating teacher.
b. Have at least three years of teaching experience with at least one year of teaching experience in the school system of current employment.
c. Have completed training in both the supervision of clinical students and in the applicable standards.

School personnel should contact local campuses for information about supervisory courses or workshops that may be offered.

4. What role does the school principal play?

The school principal shares some of the duties of the cooperating teacher in helping to orient the intern to the school system, the staff, and the community. The principal also ensures that the intern has adequate time to confer with the cooperating teacher. When the intern request/design has been assigned an intern by a college/university, it is the responsibility of the building principal to notify the local teacher association representative with the name of the intern and daily schedule.

5. What is the role of the union?

The intern request form requires a signature of the union for the process to begin. When the intern request/design has been assigned an intern by a college/university, the association representative will be notified of the name of the intern and his/her daily schedule.

6. What are the responsibilities of the local school district?

The local school district has the following responsibilities:

• Ensure the intern has obtained required licensure from the Department of Public Instruction.
• Provide instructional and administrative structures within which the intern team will function.
• Assign staff who will become a part of the intern team.
• Define school policies for the intern related to attendance, sick leave, leave of absence, etc.
• Choose a cooperating teacher who will supervise the intern on a day-to-day basis.
• Provide a supportive environment where all members of the school community can work together to provide an excellent developmental experience for the intern.
• Pay a minimum $4,500 stipend per intern per semester.
• Pay DPI $500 professional development fee per intern per semester. A portion of this money can be returned.
• Provide intern an employee handbook with the same information made available to new teachers.
• Discuss proposed intern request with local teachers' association representative(s).
• Building principal or designee will notify local teacher association when intern has been assigned to the building.
• The intern design must be signed by the cooperating teacher, superintendent, principal, and local teacher association representative if one exists.

7. What are the responsibilities of the local school superintendent/designee?

The superintendent is the statutory authority in charge of the internship placement. The superintendent/designee acts as a channel of communication between the local school system, the board of education, the school, WIP member campuses, teacher associations, and the WIP office. The superintendent or designee is responsible for ensuring that the intern holds an intern license issued by the DPI. The superintendent or a designee works to ensure the intern team has enough time and support to function efficiently and effectively.

8. What are the responsibilities of the intern’s college or university?

These institutions have the following responsibilities:

• Recruit, screen, and identify potential teacher interns.
• Coordinate clinics, seminars, and conferences in which members of the intern team participate.
• Provide intern information and assist in completion of the application for a DPI intern license.
• Monitor the implementation of the intern request and report modifications or inconsistencies to the WIP office.

9. What are the responsibilities of the teacher intern?

Once a student is notified of selection as a WIP intern, the student has the following responsibilities:

• Contact the school to discuss details of the placement.
• Meet appropriate teacher intern licensing requirements by working with the campus WIP Coordinator.
• Arrange in advance to visit the school before the teaching assignment begins.
• Be prepared to follow through on the commitment to the school in a professional manner.
• Document physical exam if required by the school district and/or college/university.

10. What issues should be discussed between the intern and school personnel prior to the beginning of the internship?

• Who is the intern’s cooperating teacher(s)?
• How will the intern’s schedule be set up in order to meet the requirements of the 50% rule for interns (full-time in building but teaching no more than 50% of a full-time teacher over the course of the semester)?
• What are the expectations for intern attendance at in-service days, parent-teacher conferences, and/or professional development conferences?
• How will the $4500 stipend for the intern be paid (in a lump sum or in installments; with taxes taken out or not)?
• Are sick leave and/or other absences allowed? If so, what procedures should be followed by the intern?
• How will the professional development money be used to benefit the intern/cooperating teacher? (Note, using the fillable PI-1692 form available at dpi.wi.gov/tepdl/wip.html, up to $225 may be returned to the district for professional development that benefits the intern/cooperating teacher)
• Has the intern has applied for and received his/her intern license?
• Are there any scheduled meetings at the college/university that the intern must attend?
• Are there any other pertinent district/school policies that should be discussed?

11. What are the responsibilities of the intern’s college or university supervisor?

The supervisor will visit the school and will consult with all team members at least four times during the intern’s assignment. Based upon classroom observation of the intern, the supervisor will document four written observations of the intern. The supervisor will also conduct at least two three-way conferences involving the intern, the cooperating teacher, and the supervisor.

12. What is the DPI’s role in the intern process?

The DPI is the legal agency through which interns are issued licenses in Wisconsin. The State Superintendent of Public Instruction operates the program under State Statute 115.41. The DPI advises the WIP teacher intern program by providing information on current license requirements and by offering assistance to colleges, universities, and local school personnel in the development, implementation, and evaluation of instructional programs related to teacher education.

The WIP director reviews intern requests, advises school districts on modifications of their requests when needed, approves requests meeting WIP criteria, and investigates complaints or concerns about placements.

The following is a list of criteria used for the approval of internship designs:

1. The intern schedule is to be no more than 50 percent work-load of a full time teacher.
   
2. The overriding consideration in making decisions about intern request approval is the welfare of the intern.
   
3. For a successful intern request, adequate day-to-day time must be provided for the cooperating teacher and intern for planning, observing, and evaluating.
   
4. The cooperating teacher must be a voluntary participant in the intern team and must meet legal requirements as specified in Wisconsin Administrative Code PI 34.15(6).
   
5. Intern requests should be supported by the entire educational community and should be viewed by members of the educational community as an enhancement to the district program.
   
6. Each request must ensure that the intern will receive an experience that will include the teaching activities needed to meet the requirements of the individual’s certification area.
   
7. Intern requests are approved for one-semester placements per Wi. Stats. 115.41.

Problems or concerns expressed by parents, interns, the cooperating teacher, other teaching staff members, school district administrators, or teachers’ association representatives about the use of teacher interns in the school will be considered in determining whether to place an intern in a particular school district. Evidence that a particular placement may not be supportive of the teacher internship program in general or may not be a positive environment for a teacher intern may result in a decision not to approve a particular request for an intern.

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III. The Application Process and Procedures

How can an interested school district participate in this program?

When should a school district apply to WIP for an intern?

When do school districts interview candidates?

Do school districts enter into contracts with WIP interns?

How are teacher interns compensated?

How long is a teacher internship assignment?

How does the district administrator or campus coordinator terminate an internship?

Are interns eligible for unemployment compensation benefits?

What should an intern do if a job action or work stoppage occurs in the assigned district?

For what subject areas are interns available?

Will all applications for interns be approved and filled?

1. How can an interested school district participate in this program?

Interested school districts must complete the on-line Internship Request Application and obtain all necesary signatures on the signature page (mailed to the WIP Director). The earlier a school district submits a complete intern request, the greater the chances are of an intern(s) being placed.

2. When should a school district apply to WIP for an intern?

The application process follows this timeline for fall/spring placements:
Please check http://dpi.wi.gov/tepdl/wip.html for specific dates.

Fall Semester

February - first week in August: School district personnel recognize the need for and possibilities of participating in the intern program and begin the application process for first semester interns.

Spring Semester

February - first week in January: School district personnel recognize the need for and possibilities of participating in the intern program and begin the application process for second semester interns.

School district personnel may contact a local cooperating college or university for help in developing an internship request. Superintendents should notify WIP of any changes in their applications as soon as they become aware of these changes.

Individual campuses may have policies relating to the placement of interns. Superintendents are encouraged to check with the individual campus WIP coordinators.

3. When do school districts interview candidates?

School districts can contact colleges for intern candidates only after the internship request has been approved by the WIP Director. It is recommended school districts interview more than one intern candidate for a position. That will provide a more realistic experience for the student candidates and allows the district to select the intern that best meets the needs, style, and personality of the school and teaching staff. It is also recommended that cooperating teachers be included in the interview and selection process of interns.

4. Do school districts enter into contracts with WIP interns?

By participating in the program, it is implied that the intern assignment is a bona fide agreement between the college or university, the school system, and the intern. It is recommended that the school system and the intern agree in writing about the intern's and district's responsibilities and obligations. Local bargaining agreements regarding the placement of interns must be followed.

5. How are teacher interns compensated?

Students participating in the WIP Teacher Intern Program receive a $4,500 stipend. The stipend is the minimum "pay" the intern receives for the intern assignment.

6. How long is a teacher internship assignment?

An internship placement is for one complete semester - fall or spring. That semester follows the local school calendar, not the campus calendar, as required in s. 115.19(3). Only one one-semester internship is allowed per student.

7. How does the district administrator or campus coordinator terminate an internship?

Termination of assignments can be made based on factors unique to each situation. The final decision must be made in the best interests of the total partnership.

The due notices procedure for interns involve each of the following participants: the cooperating teacher(s), the building administrator(s), district administrator, university supervisor(s), campus coordinator, and WIP director.

8. Are interns eligible for unemployment compensation benefits?

No. School administrators can call the WIP office or use Sec. 108.02(15)(j)1, Wisconsin Statutes, as a guide if a claim arises. Interns are also not eligible for the state teacher retirement system.

9. What should an intern do if a job action or work stoppage occurs in the assigned district?

If this happens, it is the policy of WIP that interns be declared nonparticipants to all parties involved in the dispute. Interns will remain on a stand-by basis during the period of time that a school is closed as well as when a school is open but issues remain unresolved. Interns are not to be considered employees or members of the local bargaining unit.

10. For what subject areas are interns available?

Applications for interns are accepted in all teacher certification areas.

11. Will all applications for interns be approved and filled?

No. All applications must first be approved in accordance with the criteria listed in the previous section above. Once that process is completed, WIP campuses will be notified about all approved requests. There is never a guarantee that all requests will be filled, but early application increases the chance that a position will be filled.

IV. Professional Development

Does participation in the WIP Teacher Intern Program involve more than the assignment of an intern to a school district?

What are some examples of professional development activities?

Who pays for this additional training?

Professional Development Guidelines

1. Does participation in the WIP Teacher Intern Program involve more than the assignment of an intern to a school district?

As part of the application process, the school district agrees to sponsor professional development for interns and cooperating personnel.

2. What are some examples of professional development activities?

The professional development activities must benefit the intern/cooperating teacher but it certainly can also benefit other district staff at the same time. WIP does not prescribe any specific professional development activities. However, some common examples include:

• Professional development conferences, workshops or seminars for intern (registration, lunch, mileage costs, materials purchased);
• Intern attendance at in-service seminars, mentor related workshops, etc. at placing campus (registrations and/or mileage costs); Intern/student teacher seminars at district (registration, stipend for summer attendance, and/or mileage costs);
• Intern requests for reimbursement for materials for special units taught in classroom and remaining in school (special books, instructional games/projects, library enhancers, equipment for team building exercises, videos, subscriptions to classroom editions of newspapers, flashcards, literacy items);
• Advanced training in the teaching field;
• Districts often request money for new teacher orientation (refreshments, employment handbooks, stipends for presenters);
• Districts request funds for substitute teacher pay when substitutes are covering for interns/cooperating teachers who are attending a professional development activity;
• Districts request funds for district-wide professional development (refreshments, handouts/materials, stipends for facilitators, etc.);
• Districts request funds for large-scale "Professional Development Support for New Teachers and Interns" throughout school year;
• Districts request funds for COSTAR: Teacher Induction Programs for first year teachers/interns throughout school year.

3. Who pays for this additional training?

Participating districts contribute funds, which are available for approved professional development programs from WIP upon submission and approval of an application. Each school district is billed $500 per intern per semester. The local school district and the campus placing the intern can use $225 each to pay for programs as defined in the WIP Professional Development Guidelines included in this section. The Department of Public Instruction will use $50 to pay for the statewide professional development programs. School districts will be billed the $500 professional development fee once a year (in the spring).

Professional development funds must be used during the school year they are accumulated. Each school district is responsible for administering the staff development budget generated through the district’s employment of interns. WIP’s fiscal responsibility is to monitor the utilization of those funds. For additional information, refer to PI-1692 available as a downloadable pdf form at http://dpi.wi.gov/tepdl/wip.html.

4. Wisconsin Improvement Program Professional Development Guidelines

1. Each school system participating in the teacher intern program will be billed for $500 per intern per semester. This money will be placed in the Wisconsin Improvement Program Professional Development Fund of which $225 can go to the campus placing the intern; $225 can be returned to the local school district and $50 will be used to pay for the statewide professional development.
2. Eligible applicants include interns, cooperating teachers, administrators in participating school systems, and team members. WIP is also an eligible applicant.
3. Application for funding shall be through the use of the Wisconsin Improvement Program Professional Development PI-1692 application form.
4. Applications for funding are subject to the approval of the Director of the WIP with guidance from the Executive Committee. Applications from interns, teachers and principals must be verified by their district administrator or designee and applications from professors and supervisors must be verified by their district administrator or designee.
5. School district professional development projects approved for funding must show a direct benefit to the intern(s) and/or cooperating teachers involved as well as the intern-team but may also include other school personnel.
6. Developmental efforts with a goal of creating new intern-in-team designs may be funded.
7. Examples of Programs Meriting Consideration of Professional Development Funds:
   1. Preservice or inservice, seminars, special programs and workshops for cooperating teachers and interns.
   2. Annual State conferences.
   3. Special requests for addressing school district needs. Money must be expended to develop curriculum and other projects relevant to the intern/cooperating teacher.
   4. Arrangements which permit the development of curriculum and other projects available to local schools.
8. Funding Restrictions
   1. All projects funded through the Wisconsin Improvement Program Professional Development Fund shall conform to the State of Wisconsin Regulations regarding travel and reimbursement, specifically:

      $ .485 per mile reimbursement for mileage
      $ 70.00 per night lodging or special maximum
      $ 8.00 for breakfast (leave before 6 a.m.)
      $ 9.00 for lunch (10:30 a.m. - 2:00 p.m.)
      $ 17.00 for dinner (4:30 p.m. - 7:00 p.m.)
      

   2. Ordinarily requests for funding of travel or expenses for out-of-state travel and/or national conferences will NOT be approved, but special requests for exemptions will be reviewed on a case-by-case basis.
   3. The Director, with the advice of the Executive Committee, shall determine other appropriate funding restrictions, exceptions or modifications as the need arises.
9. Projects outside the scope herein described may be funded at the discretion of the Director with the advice of the Wisconsin Improvement Program Executive Committee.
10. Funding Procedures
    1. Requests for funding will be submitted to the Wisconsin Improvement Program office 30 days prior to project initiation.
    2. Funding availability will be based on the number of interns the school district employed.
    3. All payments for personnel services will require social security number, complete address and specifics about the content and duration of service.
    4. Payment to school districts will require their Federal Employee Identification Number (FEIN).
    5. When requests are approved for reimbursement of expenses, a claim form will be sent to the individual. This form is to be filled out and returned to the WIP office within 30 days of the completion of the activity.
    6. The applicant and respective district administrator should sign applications for professional development funds.

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V. WIP Coordinators

WIP Coordinators in the cooperating colleges and universities are responsible for intern recruitment and assist school districts in planning the intern placement design.

Alverno College
Sandra Barkow
Division of Education
3400 South 43rd Street
P.O. Box 343922
Milwaukee, WI 53234-3922
(414) 382-6247
(414) 382-6332 (Fax)

Beloit College
Kathy Greene
Department of Education
700 College Street
Beloit, WI 53511
(608) 363-2340
(608) 363-2718 (Fax)

Cardinal Stritch University
Joan Wirth
College of Teacher Education
6801 North Yates Road
Milwaukee, WI 53217-3985
(414) 410-4642
(414) 410-4705 (Fax)

Carroll College
Kim Hofkamp
Department of Education
100 N. East Avenue
Waukesha, WI 53186-5593
(262) 524-7128
(262) 524-7571 (Fax)

Carthage College
Chet Melcher
Division of Education
2001 Alford Drive
Kenosha, WI 53140
(262) 551-2119
(262) 551-6208 (Fax)

Concordia University-Wisconsin
Tyra Hildebrand
School of Education
12800 North Lake Shore Dr.
Mequon, WI 53097-2402
(262) 243-4558
(262) 243-4428 (Fax)

UW-Eau Claire
Jill Prushiek
School of Education
Brewer Hall 151
Eau Claire, WI 54702-4004
(715) 836-5710
(715) 836-4748 (Fax)

Edgewood College
Jane Belmore
Department of Education
1000 Edgewood College Dr.
Madison, WI 53711
(608) 663-2293
(608) 663-6727 (Fax)

UW-Green Bay
Lynne Kimball
Department of Education
Wood Hall 416
2420 Nicolet Drive
Green Bay, WI 54311-7001
(920) 465-2137
(920) 465-2232 (Fax)

UW-La Crosse
Cate Wycoff
School of Education/HPERTE
220B Morris Hall
1725 State Street
La Crosse, WI 54601
(608) 785-8127
(608) 785-8926 (Fax)

Lakeland College
Wayne Homstad
Division of Education
PO Box 359
Sheboygan, WI 53082-0359
(920) 565-1233
(920) 565-1206 (Fax)

Lawrence University
Stewart Purkey
Department of Education
Box 599
Appleton, WI 54912
(920) 832-6715
(920) 832-6884

Wisconsin Lutheran College
Joyce Natzke
8800 West Bluemound Road
Milwaukee, WI 53226
(414) 443-8800 or
(414) 443-8829
(414) 443-8514 (Fax)

UW-Madison
Valli Warren
School of Education
B117 Education Building
1000 Bascom Mall
Madison, WI 53706-1398
(608) 262-3773
(608) 265-3284 (Fax)

Maranatha Baptist Bible College
David Handyside
745 West Main Street
Watertown, WI 53094-7600
(920) 261-9300
(920) 261-9109 (Fax)

Marian College
Susan Zacherl
School of Education
45 South National Avenue
Fond du Lac, WI 54935
(920) 923-7634
(920) 923-7663 (Fax)

Marquette University
Susan Stang
School of Education
PO Box 1881
Milwaukee, WI 53201-1881
(414) 288-5890
(414) 288-3945 (Fax)

UW-Milwaukee
Emily Frazier
School of Education
Enderis Hall, Rm 295
PO Box 413
Milwaukee, WI 53201-0413
(414) 229-4352
(414) 229-4705 (Fax)

Mount Mary College
Sandy Ruesink
Education Department
2900 N. Menomonee River Parkway
Milwaukee, WI 53222
(414) 258-4810 Ext. 462
(414) 256-0172 (Fax)

Northern Michigan University
Rodney Clarken
School of Education
1401 Presque Avenue
Marquette, MI 49855
(906) 227-2160 or 227-1881
(906) 227-2764 (Fax)

UW-Oshkosh
MaryBeth Petesch
College of Education and Human Services
800 Algoma Boulevard
Oshkosh, WI 54901
(920) 424-3323
(920) 424-0858 (Fax)

UW-Parkside
Fred Kelroy
Teacher Education Department
900 Wood Road, Box 2000
Kenosha, WI 53141-2000
(262) 595-2376
(262) 595-2265 (Fax)

UW-Platteville
Wally Iselin
Office of Clinical Experiences
125 Doudna Hall
1 University Plaza
Platteville, WI 53818-3099
(608) 342-1271
(608) 342-1002 (Fax)

Ripon College
Susan Hill
Dept. of Educational Studies
PO Box 248
300 Seward Street
Ripon, WI 54971
(920) 748-8383
(920) 748-7243 (Fax)

UW-River Falls
Dee McCollum
College of Education
410 South Third Street
River Falls, WI 54022-5001
(715) 425-3976
(715)-425-0622 (Fax)

St. Norbert College
Yoko Mogi-Hein
Teacher Education
302 Boyle Hall - 100 Grant St.
DePere, WI 54115-2099
(920) 403-2918
(920) 403-4078 (Fax)

Silver Lake College
Debra Weller
Teacher Education
2406 South Alverno Road
Manitowoc, WI 54220-9319
(920) 686-6374
(920) 684-7082 (Fax)

UW-Stevens Point
Henry St. Maurice
464 College of Professional Studies
Stevens Point, Wl 54481
(715) 346-2449
(715) 346-2549 (Fax)

UW-Stout
Tracy DeRusha
School of Education
267 HE Building
Menomonie, WI 54751
(715) 232-2474
(715) 232-1244 (Fax)

UW-Superior
Peggy Marciniec
Office of Field Experiences
McCaskill 104A
PO Box 2000
Superior, WI 54880
(715) 394-8585
(715) 394-8146 (Fax)

UW-Whitewater
Deb Bowditch
College of Education
3031 Winther Hall
800 West Main Street
Whitewater, WI 53190-1790
(262) 472-1479
(262) 472-1500 (Fax)

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For questions about this information, contact Mark A. Schwingle (608) 266-1633

Last updated on 6/23/2009 3:53:00 PM