Graduate Education Licensures and Certificates

Degree Type
Certificate
Area of Interest
Education
Degree Level
Graduate
College
College of Education, Engineering, Letters, and Sciences

These options do not include a Master of Arts in Education degree and consist of curriculum used to obtain an educational licensure or certificate.

Iowa Graduate Education Gainful Employment Information

Policy


Admission
Admission Requirements for all Graduate Programs in Education (degree, license, endorsement, or certificate) include the following, but may include additional program-specific admission requirements:

  • A minimum cumulative undergraduate GPA of 2.75 or at least a 3.0 cumulative GPA for 12 graduate credits from an accredited institution in order to be admitted in good standing
  • Earned teaching or administrative license
  • One academic reference contact required for Wisconsin and Iowa Educational Leadership programs

All requirements for any graduate program in education must be completed within seven years from the date of application to the graduate program. Coursework must have been taken within the last 7 years from the date of application to be applied to program requirements, with the exception of Iowa Educational Leadership programs which is limited to five years. 

A student must have a cumulative grade point average of 3.0 to complete any graduate program in education and a grade of C or higher earned in all Viterbo University coursework. 

Students who have completed any Viterbo University graduate program within the last seven years may use up to 15 credits of eligible graduate level courses to satisfy the elective requirements for degree candidacy in the Master of Arts in Education Program

Students who have completed the Viterbo University Post-baccalaureate program within the last seven years may use up to six credits of eligible graduate level courses toward the elective requirement for degree candidacy in the Master of Arts in Education Program

Wisconsin Cross-Categorical License (WI 801)

  • Possess a current Wisconsin teaching license
  • Earn a passing score on the Wisconsin Foundations of Reading Test, as required by the Wisconsin Department of Public Instruction

Wisconsin Reading Teacher License, PK-12 (WI 316)

  • Possess a current Wisconsin Teaching license
  • Demonstrated two years of regular full-time teaching experience
  • Earn a passing score on the Wisconsin Foundations of Reading Test, as required by the Wisconsin Department of Public Instruction

Wisconsin Reading Specialist License (WI 17)

  • Possess a current Wisconsin Reading Teaching 316 License
  • Demonstrated three years of regular full-time teaching experience
  • Have a master's degree in education OR be enrolled in Viterbo University's MAED program
  • Earn a passing score on the Wisconsin Foundations of Reading Test, as required by the Wisconsin Department of Public Instructio

Iowa PK-12 Principal -Supervisor of Special Education License (IA 189)

  • Completion of internship requirements (400 hours)
  • Presentation of capstone portfolio indicating proficiency on Iowa Standards for School Leadership

Transfer Credit

Master of Arts in Education and Educational Leadership
Upon acceptance, student may transfer up to six credit hours of graduate credit taken within seven years of application date to be applied to the MAE degree program.  Up to six credit hours taken within seven years of application may be considered for the Wisconsin Educational Leadership program for equivalent graduate courses. Up to six semester credit hours taken within five years of application may be considered for the Iowa Educational Leadership program for equivalent graduate courses. 

Wisconsin License (Reading 316/ Cross-categorical Special Education)
Upon acceptance, student may transfer up to six credit hours of graduate credit taken within seven years of application date.  

Wisconsin Reading Specialist License (WI 17)
Upon acceptance, student may transfer up to three credit hours of graduate credit completed within seven years of application date, in order to fulfill the literacy research requirement.

Registration

Students must apply online and be accepted into the program of their choice before registering for courses. Students will be assisted by their advisor/program specialist when registering for the first semester. In all subsequent semesters, the student will register online in VitNet/Student Planning.
 

Learning Outcomes

Innovative Teacher Leadership and Instructional Coaching

  • Advance leadership skills to lead with integrity, demonstrate a strong work ethic, reflect on their work, serve the common good, and bring change to organizations
  • Sharpen and cultivate their ability to think critically, analyze student data, work as team members, and be flexible in their coaching
  • Work as a colleague with peers, providing personalized support that is based on the goals and identified needs of the educator
  • Communicate and demonstrate research-based instructional practices that result in increased student engagement and excellence for all

Iowa PK-12 Principal -Supervisor of Special Education License (IA 189)

  • Standard 1: To promote the success of all students facilitating the development, articulation, implementation, and stewardship of a vision of learning that is shared and supported by the school community
    Standard 2: To promote the success of all students by advocating, nurturing, and sustaining a school culture and instructional program conducive to student learning and staff professional development
    Standard 3: To promote the success of all students by ensuring management of the organization, operations, and resources for a safe, efficient and effective learning environment
    Standard 4: To promote the success of all students by collaborating with families and community members, responding to diverse community interests and needs and mobilizing community resources
    Standard 5: To promote the success of all students by acting with integrity, fairness, and in an ethical manner
    Standard 6: To promote the success of all students by understanding the profile of the community and, responding to, and influencing the larger political, social, economic, legal and cultural context

Wisconsin Cross-Categorical License (WI 801)

Students will demonstrate proficiency in:

  • Philosophical, historical and legal foundations of special education
  • Characteristics of learners
  • Assessment, diagnosis, and evaluation
  • Instructional content and practice
  • Planning and managing the teaching and learning environment
  • Managing student behavior and teaching social interaction skill
  • Communication and collaborative partnerships
  • Professional and ethical practices

Demonstrate the ability to align instructional practices to academic standards

  • Viterbo Core Teaching Standards
  • Council for Exceptional Children (CEC) Standards

Wisconsin Reading Specialist License (WI 17)

  • Shared Vision of Learning: Ability to lead by facilitating the development, articulation, implementation, and stewardship of a vision of learning that is shared by the school and community
  • Management of school culture and instructional programs: a) Ability to manage by advocating, nurturing, and sustaining a school culture and instructional program conducive to student learning and b) Ability to ensure management of the organization, operations, finances, and resources for a safe, efficient, and effective learning environment
  • Collaboration: Ability to collaborate with stakeholders, families, and community mentors—responding   to diverse community interests, needs, and resources.
  • Ethical Leadership: Ability to act with integrity, fairness, and in an ethical manner
  • Public Relations: Ability to understand, respond to, and interact within larger political, social, economic, legal, and cultural context that effects schooling
  • Best Practices of Supervision and Communication: Ability to supervise and coach teachers and other school personnel through positive communication
  • Demonstrate the ability to align instructional practices to academic standards
    • Viterbo Core Teaching Standards
    • Wisconsin Administrator Standards
    • Wisconsin Model Academic Standards for English Language Arts
    • National Standards for the English Language Arts
    • Common Core Teaching Standards

Wisconsin Reading Teacher License, PK-12 (WI 316)

  • Demonstrate current knowledge, skills, and dispositions in reading, writing, and literacy development
  • Foundations of Reading/Literacy Development
  • Development of Reading Comprehension
  • Reading Assessment and Instruction
  • Integration of Reading/Literacy Knowledge and Understanding

Demonstrate the ability to align instructional practices to academic standards

  • Viterbo Core Teaching Standards
  • Wisconsin Model Academic Standards for English Language Arts
  • National Standards for the English Language Arts
  • Common Core Teaching Standards

Wisconsin Principal’s License (Pre-K–12 Principal) (WI 51)

  • WAS 1 The Administrator has an understanding of and demonstrates competence in the teacher Standards under s. PI-34.02
  • WAS 2 The administrator leads by facilitating the development, articulation, implementation, and stewardship of a vision of learning that is shared by the school community
  • WAS 3 The administrative manages by advocating, nurturing, and sustaining a school culture and instructional program conducive to pupil learning environment
  • WAS 4 The administrator ensures management of the organization, operations, finances, and resources for a safe, efficient, and effective learning environment
  • WAS 5 The administrator models collaborating with families and community members, responding to diverse community interests and needs, and mobilizing community resources
  • WAS 6 The educator reflects on how to incorporate integrity, fairness, and ethics into his/her leadership as a building principal
  • WAS 7 The administrator understands, responds to, and interacts, with the larger political, social, economic, legal and cultural context that affects schooling

Wisconsin Director of Instruction (WI 10)

  • WAS 1 The administrator has an understanding of and demonstrates competence in the teacher standards under PI 34.02.
  • WAS 2 The administrator leads by facilitating the development, articulation, implementation, and stewardship of a vision of learning that is shared by the school community.
  • WAS 3 The administrative manages by advocating, nurturing, and sustaining a school culture and instructional program conducive to pull learning environment.
  • WAS 4 The administrator ensures management of the organization, operations, finances, and resources for a safe, efficient, and effective learning environment.
  • WAS 5 The administrator models collaborating with families and community members, responding to diverse community interests and needs, and mobilizing community resources.
  • WAS 6 The administrator acts with integrity, fairness, and in an ethical manner.
  • WAS 7 The administrator understands, responds to, and interacts, with the larger political, social, economic, legal and cultural context that affects schooling.

Wisconsin Director of Special Education/Pupil Services (Pre-K, Pre-K–12, WI 80)

  • WAS 1 The administrator has an understanding of and demonstrates competence in the teacher standards under PI 34.02
  • WAS 2 The administrator leads by facilitating the development, articulation, implementation, and stewardship of a vision of learning that is shared by the school community
  • WAS 3 The administrator manages by advocating, nurturing, and sustaining a school culture and instructional program conducive to a positive learning environment
  • WAS 4 The administrator ensures management of the organization, operations, finances, and resources for a safe, efficient, and effective learning environment
  • WAS 5 The administrator models collaborating with families and community members, responding to diverse community interests and needs, and mobilizing community resources
  • WAS 6 The administrator acts with integrity, fairness, and in an ethical manner
  • WAS 7 The administrator understands, responds to, interacts, with the larger political, social, economic, legal and cultural context that affects schooling

Wisconsin School Business Administrator (WI 08)

  • WAS 1 The Administrator has an understanding of and demonstrates competence in the teacher Standards under s. PI-34.02
  • WAS 2 The administrator leads by facilitating the development, articulation, implementation, and stewardship of a vision of learning that is shared by the school community
  • WAS 3 The administrative manages by advocating, nurturing, and sustaining a school culture and instructional program conducive to pupil learning environment
  • WAS 4 The administrator ensures management of the organization, operations, finances, and resources for a safe, efficient, and effective learning environment
  • WAS 5 The administrator models collaborating with families and community members, responding to diverse community interests and needs, and mobilizing community resources
  • WAS 6 The educator reflects on how to incorporate integrity, fairness, and ethics into his/her leadership as a building principal
  • WAS 7 The administrator understands, responds to, and interacts, with the larger political, social, economic, legal and cultural context that affects schooling

Wisconsin Superintendent (WI 03)

  • WAS 1 The administrator has an understanding of and demonstrates competence in the teacher standards under S.PI-34.02
  • WAS 2 The administrator leads by facilitating the development, articulation, implementation, and stewardship of a vision of learning that is shared by the school community.
  • WAS 3 The administrator manages by advocating, nurturing, and sustaining a school culture and instructional program conducive to a pupil learning environment.
  • WAS 4 The administrator ensures management of the organization, operations, finances, and resources for a safe, efficient and effective learning environment.
  • WAS 5 The administrator models collaborating with families and community members, responding to diverse community interests and needs, and mobilizing community resources.
  • WAS 6 The educator reflects on how to incorporate integrity, fairness, and ethics into his/her leadership as a building principal.
  • WAS 7 The administrator understands, responds to, and interacts, with the larger  political, social, economic, legal and cultural context that affects schooling

Iowa Principal-Supervisor of Special Education (IA 189)

  • Standard 1: To promote the success of all students facilitating the development, articulation, implementation, and stewardship of a vision of learning that is shared and supported by the school community
  • Standard 2: To promote the success of all students by advocating, nurturing, and sustaining a school culture and instructional program conducive to student learning and staff professional development
  • Standard 3: To promote the success of all students by ensuring management of the organization, operations, and resources for a safe, efficient and effective learning environment
  • Standard 4: To promote the success of all students by collaborating with families and community members, responding to diverse community interests and needs and mobilizing community resources
  • Standard 5: To promote the success of all students by acting with integrity, fairness, and in an ethical manner
  • Standard 6: To promote the success of all students by understanding the profile of the community and, responding to, and influencing the larger political, social, economic, legal and cultural context

 

Accreditation/State Approval

Viterbo University undergraduate and graduate programs in education are accredited by the National Council for Accreditation of Teacher Education (NCATE); 2010 Massachusetts Ave. NW, Suite 500; Washington, DC 20036; 202-466-7496; www.ncate.org.

The education program is approved by the Wisconsin Department of Public Instruction for the certification of teachers in the elementary and secondary schools and for the training of veterans. The Iowa Educational Leadership Program is approved by the Iowa State Board of Education and other endorsement programs are recognized by the Iowa Board of Educational Examiners.