Graduate Education Licensures and Certificates

Degree Type
Certificate/Licensure
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.

  • Innovative Teacher Leadership and Instructional Coaching
  • Superintendent (WI 03)
  • Principal (WI 51)
  • PK–12 Principal/Supervisor of Special Education (IA 189)
  • Director of Special Education and Pupil Services (WI 80)
  • Director of Instruction (WI 10)
  • Cross-categorical Special Education (WI 801)
  • Reading Teacher (WI 316)
  • Reading Specialist (WI 17)
  • School Business Administrator (WI 08)

 

Innovative Teacher Leadership and Instructional Coaching

This cross-disciplinary 10-credit online graduate certificate in Innovative Teacher Leadership and Instructional Coaching is designed to build educator capacity to strategically and purposefully improve universal classroom instruction and reinforce interpersonal relationships among educators, leading to increased student achievement.  

The instructional coach will work as a colleague with classroom educators, providing personalized support that is based on the goals and identified strengths of the educator. The coach will provide encouragement and emotional support while communicating and demonstrating research-based instructional practices that result in increased student engagement and excellence for all.

Superintendent (WI 03)

 

Viterbo University's School of Education prepares educators who are grounded in Franciscan values and possess the knowledge and skills to be reflective decision makers for the 21st century.

The PK-12 license permits the holder to serve as a Superintendent  (District Administrator) in a PK-12 school district. To be accepted into Viterbo University licensure program requires a principal license and master's degree.

To obtain your Superintendent/District Administrator's license requires the completion of 8 - 3 credit courses. The course schedule is given to you when you start so that you know exactly when what course is offered well in advance.

The courses during the summer typical meet for a week (M-F) 8 a.m. - 5 p.m. The courses that meet during the school year are offered using a blended method, partially online and partially face to face. The face to face session are scheduled on 3 non-consecutive Saturdays and the online portion is asynchronous. At least 2 weeks prior to the Saturday face to face meeting the instructor will send out information that you need to have completed prior to your first face to face etc.

WI Principal 51

Viterbo University's Administrative Program is aligned with the WI Content Guidelines (WCG).

The Viterbo Principal Licensure program can be taken as the elective part of your master's degree. This then is a 12-course, 36-credit program (all program courses are three-credit courses). There are eight courses that make up the licensure part of the program and the master's degree part which consists of these courses, EDUC 601 Research I, EDUC 602 Research II, EDUC 604 Proseminar and EDUC 608 Art of Leadership.

If you already have a master's degree then to obtain your principal license (DPI #51) requires the completion of eight courses, 24 credits.

Courses are offered during the school year and during the summer.  A summer course meets typically Monday-Friday, 8 a.m.-5 p.m. Courses offered during the school year are offered using a blended approach, partially face-to-face (three Saturdays from 8 a.m.-5 p.m.) and partially online. The online portion is asynchronous, in other words, at least two weeks prior to the face-to-face Saturday meeting you will receive instructions as to what is to be completed before the face-to-face meeting.

Iowa PK–12 Principal/Supervisor of Special Education 189

The Iowa PK-12 Principal -Supervisor of Special Education is a two-year, six-semester program which requires an internship during each of the six semesters. The internship is conducted onsite with an approved mentor, which is usually the student's principal. Ten rigorous, scaffolded courses meet the standards set by the Iowa Department of Education as well as the high standards set by Viterbo University.

Instructors are either current or recently retired school administrator who bring a wealth of experiences to each course. They design assignments, activities and readings that address the Iowa Standards for School Leaders (ISSL) in a meaningful and practical manner. Focused topical speakers may supplement the courses.

There are two tracks for this program:

1) Master of Arts in Education w/ Iowa PK-12 Principal/Supervisor of Special Education #189: 36 credits
2) Iowa PK-12 Principal/Supervisor of Special Education #189 licensure only (must possess an earned Master's degree prior to entry): 30 credits

Each of these tracks culminates in an administrative endorsement to serve as an Iowa PK-12 Principal/Supervisor of Special Education.  The program allows a maximum of six equivalent transfer credits which are reviewed on an individual case-by-case basis.

Educational Leadership courses are delivered in a "blended" format:

* Classes meet face-to-face on Saturdays during the fall and spring terms and weekdays during the summer term from 8 a.m.–5 p.m.

* The remainder of the coursework will be completed online through the course Moodle site.

WI Director of Special Education and Pupil Services 80

Viterbo University's School of Education prepares educators who are grounded in Franciscan values and possess the knowledge and skills to be reflective decision makers for the 21st century.


The PK–12 (DPI #80) license permits the holder to serve as the Director of Special Education and Pupil Services for any school district in the State of Wisconsin.

This licensure program is aligned with the Director of Special Education and Pupil Services Content Guidelines (WCG).

If you presently have an administrative license, Viterbo University requires an additional four three-credit courses to become licensed as a Director of Special Ed. and Pupil Services. If you do not have an administrative license there are eleven three-credit courses that must be completed. All administrative licenses in WI require a master's degree.

The seven core courses are listed on the principal licensure page and the following four courses are required to obtain your Director of Special Education and Pupil Services License.

EDUL 654 Diverse Learner,
EDUL 651 Special Education Law and Resources,
EDUL 655 Pupil Services & Non-Discrimination 
EDUL 769 Practicum for Special Ed and Pupil Services

WI Director of Special Education and Pupil Services 80

Viterbo University's School of Education prepares educators who are grounded in Franciscan values and possess the knowledge and skills to be reflective decision makers for the 21st century.


The PK–12 (DPI #80) license permits the holder to serve as the Director of Special Education and Pupil Services for any school district in the State of Wisconsin.

This licensure program is aligned with the Director of Special Education and Pupil Services Content Guidelines (WCG).

If you presently have an administrative license, Viterbo University requires an additional four three-credit courses to become licensed as a Director of Special Ed. and Pupil Services. If you do not have an administrative license there are eleven three-credit courses that must be completed. All administrative licenses in WI require a master's degree.

The seven core courses are listed on the principal licensure page and the following four courses are required to obtain your Director of Special Education and Pupil Services License.

WI Cross-categorical Special Education 801

The Viterbo University Cross-Categorical Special Education License #801 is offered entirely online and consists of  a minimum of 19 total credits.  The program is designed for educators who already possess a Wisconsin teaching license. Educators who do not have a Wisconsin teaching license should refer to the program offerings in the Post-baccalaureate program.  

Viterbo's unique online Cross-categorical program prepares teachers to strengthen their instructional practices, increase achievement for all students, and become educational leaders of the future. As a component of the Cross-Categorical Special Education License, educators will select an area of emphasis within their coursework. Educators will have the option of selecting one of the following emphasis areas:

  • Specific Learning Disabilities (SLD #811)
  • Intellectual Disabilities (ID #810)
  • Emotional Behavioral Disabilities (EBD #830). 

All students who complete the special education Cross-Categorical teaching license at Viterbo University will obtain the following outcomes: 

  1. Develop pedagogical skills and instructional expertise in their area of emphasis 
  2. Develop communication, collaboratio, and intervention skills to accomplish their work
  3. Develop professional dispositions of inquiry, collaboration, problem-solving, advocacy and continuous improvement
  4. Develop, implement, and interpret accountability and outcome-based systems using assessment data
  5. Connect theory, practice, and research to inform educational decisions and foster inclusive learning environments that support diverse learners
      

Viterbo University's online program can bring classes to teachers where they live and work, with flexible scheduling that meets the demands of their active lives.

Financial aid is available for this program.

Apply to the program to earn your Cross-Categorical (Cross-Cat) Special Education license, or take individual courses to meet your professional development needs.

WI Reading Teacher 316

he Wisconsin Reading Teacher 316 Program prepares teachers to be the literacy leaders of the future.  Teachers will strengthen their instructional practices, improve student achievement, and share their expertise with others. The online Reading Teacher 1316 License consists of 19 total credits. Financial aid is available for certain locations.

Educators will have seven years to complete all program requirements, including coursework, an electronic portfolio submission, and passing the Foundations of Reading Test. 

In addition to offering courses at various locations across the state, Viterbo University can bring classes to teachers where they live and work, with flexible scheduling that meets the demands of their active lives. Contact Jose Jefferson, Associate Director for Partnership Development and Site Coordinator about the possibility of bringing Viterbo directly to your district.

  • 15 credits could transfer directly into the Master of Arts in Education degree program, equating to 50% of the required credits for the Master of Arts in Education degree.
     
  • Up to six 6 credits can be waived for comparable graduate-level Reading Teacher 316 coursework that has been completed at a regionally accredited institution within the last seven (7) years.
     
  • Coursework is presented in a convenient online format, allowing for the flexibility of online instruction to be combined with engaging face-to-face interaction.
     
  • Financial-aid is possible for students who attend classes online or at the following locations: La Crosse, Milwaukee, Middleton, Green Bay, and Tomahawk.
WI Reading Specialist 17

A Reading Specialist 17 license (previously referred to as a 317) is required for individuals who direct reading programs or work with reading teachers, classroom teachers, administrators, and others as a resource teacher in reading. The Reading Specialist is an administrative literacy leader.  The Reading Specialist license is a 12 credit program that is offered entirely online.

 

Beginning Fall 2019 the Reading Teacher 17 program will be a three course, 10 credit hour program, offered fully online.  

  • EDUC 582  Administrative Supervision and Leadership in the Reading Program (4 credit hours)
  • EDUC 596  Reading Practicum (3 credits hours)
  • EDUC 597  Reading Specialist Research (3 credit hours)

The following standards are adhered to in our Reading Specialist Program:
Wisconsin Educator Standards - Administrative 
ISLLC Administrative Standards

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.

 

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.