More Information

More Information on Cooperative Programs

The following applies to the UW-Madison and UW-Whitewater Cooperative Program. Exceptions, equivalencies, and competencies.

The Department requires that any exceptions, equivalencies, or competencies for which you are requesting substitution in lieu of the stated requirements be approved by the Department.

Licensure Requirements

• Master’s degree or an approved equivalent in Educational Leadership & Policy Analysis (PI.34.32)

• Portfolio

• Program Assessments

Institutional Endorsement

Students seeking institutional endorsement from UW-Madison must enroll in a minimum of six credits at UW-Madison.

 Special Student Course Work

The Department of Educational Leadership and Policy Analysis will accept a maximum of six (6) credits of special student course work toward the completion of any certification program. (Contact the Office of Special and Guest Students) If more than 6 credits are required to complete the license, students must enroll as a Graduate Student (see graduate admissions).  Keep in mind that if you are seeking a Master’s degree, the Graduate School requires students in the cooperative program to complete a minimum of 15 graduate level credits of UW-Madison course work.  If you take courses as a special student prior to admission, the credits may need to be converted from special student to graduate credits.  You would then pay the difference in tuition.

 Program Approval

After admission, candidates are required to develop a program plan (as well as subsequent amendments and changes) in conference with an academic advisor, and submit the proposed program plan to the Department Chairperson for approval as soon as is practical following admission to the program. Program plans are downloadable.

Exceptions, equivalencies, and competencies to the minimum certification program requirements may be made by the Department upon request by the student and advisor through the Department Chairperson.

Responding to PI 34: Implications for Certification and Licensure

Over the past three years the ELPA Program Committee has worked to revise all certification programs leading to licensed administrative positions in Wisconsin. This includes programs for superintendents, principals, directors of special education/pupil service, directors of instruction, and program coordinators for local vocational education. Anchored in the ISLLC Standards for School Leaders and Wisconsin PI 34 Standards for Administrators, program components include sequenced course work, field studies embedded in classes, the development of a whole school improvement plan, administrative field experiences, and the development of an electronic portfolio that documents learning and exhibits levels of performance against the standards. Students are also required to present their portfolio at a practitioner reviewed showcase conference sponsored in the department.

The Department of Educational Leadership and Policy Analysis offers courses leading to professional certification. Completion of these programs leads to state certification and licensure as an administrator.

Information follows regarding admission, program requirements, minimum standards and progress toward certification and transfer credits. Applicants are responsible for following the departmental policies as stated below.

These requirements are effective for all students admitted after July 1, 2004

 Minimum Standards and Progress Toward Certification

Students are required to maintain an overall GPA of at least 3.0. A minimum overall 3.0 GPA in Educational Leadership and Policy Analysis courses must be maintained at all times.

Field Experience/Practicum Program Description

The Practicum or Internship is the culminating experience for all students seeking certification as principal, supervisor director of curriculum, pupil services director, or superintendent. A meaningful experience requires the involvement of a University supervisor and a mentoring administrator in a school or district setting. A meaningful experience is also based on the needs and goals of the student, as well the context of the specific school setting for the practicum/internship. More real experience provided under the guidance of the University supervisor and the school based mentor, improves the opportunity for the student to integrate theory and practice. Ideally the experience would be structured over an entire school year to gain an appreciation of the complexity and ever-changing role of the administrator. Responsibility for a successful practicum or internship rests primarily with the student supported by the supervisor and mentor.

As a culminating experience the internship/practicum reflects the mission and values of the Department of Educational Leadership and Policy Analysis. That is, the practicum/internship should be designed to promote instructional leadership focused on equity, inquiry and reflection. Novice administrators are not expected to be accomplished instructional leaders, but they should experience a wide variety of administrative responsibilities and activities designed to improve teaching and learning. Budget development, attending administrative meetings, scheduling, and student supervision are examples of administrative responsibility that are best understood in the context of supporting improved teaching and learning for all children. The concept of instructional leadership requires that the student inquire and reflect about administrative work as it affects the equitable use of resources to achieve learning for all.

A critical part of the practicum/internship is a review of the student’s portfolio conducted as part of a mock interview process. The student’s academic advisor or other University faculty will collaborate with accomplished practitioners and school superintendents to conduct “mock” interviews that review the student’s portfolio and provide feedback about portfolio exhibits and job readiness.

Finally, the practicum is legally required by the Wisconsin Department of Public Instruction. As such the practicum must be based on the Wisconsin Standards for Administrator Development and Licensure and meet the time requirements as prescribed by state law. Students must document 150 hours of supervised experience for the primary administrative license and 75 hours for other administrative licenses. The standards for school administrators and other administrative licenses are listed below.
Department of Public Instruction Wisconsin Administrative Code PI 34.15
(3) (b).c) 

Practicum program. 

1. Programs for pupil services and administrative licenses shall include supervised practicums in the area of licensure that are developmental in scope and sequence. 
2. As a result of the practicum experience a license candidate shall demonstrate knowledge and understanding of the Wisconsin standards in PI 34.02, PI 34.03 or PI 34.04.
3. Successful performance shall be measured using all of the following:
   1. At least 2 written evaluations based upon observations by the school-based supervisor and at least 2 written evaluations by the SCD supervisor shall be required during each student’s practicum.
   2. The evaluation procedures under subpar. a. shall include at least 2 conferences involving the school-based supervisor, the SCD supervisor and the practicum student. The school-based supervisor evaluation of the practicum shall become part of the student’s portfolio.