Spanish Education PK-12 (B.A.)

Degree Type
Degree/Major
Area of Interest
Education
Degree Level
Undergraduate
College
College of Education, Engineering, Letters, and Sciences

With the Spanish language being spoken more and more across the country, the need for Spanish teachers continues to rise.  Students majoring in Spanish education take a combination of Spanish courses in the School of Humanities, and classes from the School of Education, where students learn the ins and outs of leading a classroom and being an effective teacher. Study abroad opportunities are abundant for those in the Spanish program, and students are given the opportunity to explore the culture of Latin America and Latinos with a focus on social justice.  Viterbo University’s Spanish program provides the language and cultural skills that prepare students for a future as a Spanish teacher, and the education program effectively ensures that all graduates are ready to pass knowledge onto the next generations. 

Policy
  • For K-12 Spanish, a period of residency of at least one month in a country where the target language is spoken is required.
  • The requirements below must be met before student teaching:
    • Courses in literature and culture must be taken in two of the three areas of the Spanish-speaking world - Spain (Peninsular), Latin America, U.S. Hispanic
    • A proficiency level of Intermediate-High in speaking assessed through a standardized oral exam (Oral Proficiency Interview)
    • A demonstrated cultural knowledge in two of the three areas of the Spanish-speaking world as evidenced through department assessment
Learning Outcomes

Developed by the Interstate Teacher Assessment and Support Consortium (InTASC) and adopted by Wisconsin Department of Public Instruction (DPI)

  • LEARNER DEVELOPMENT – The teacher understands how learners grow and develop, recognizing that patterns of learning and development vary individually within and across the cognitive, linguistic, social, emotional, and physical areas, and the teacher designs and implements developmentally appropriate and challenging learning experiences.
  • LEARNING DIFFERENCES – The teacher uses understanding of individual differences and diverse cultures and communities to ensure inclusive learning environments that enable each learner to meet high standards.
  • LEARNING ENVIRONMENTS – The teacher works with others to create environments that support individual and collaborative learning and that encourage positive social interaction, active engagement in learning, and self-motivation.
  • CONTENT KNOWLEDGE – The teacher understands the central concepts, tools of inquiry, and structures of the discipline(s) he or she teaches and creates learning experiences that make these aspects of the discipline accessible and meaningful for learners to assure mastery of the content.
  • APPLICATION OF CONTENT – The teacher understands how to connect concepts and use differing perspectives to engage learners in critical thinking, creativity, and collaborative problem solving related to authentic local and global issues.
  • ASSESSMENT – The teacher understands and uses multiple methods of assessment to engage learners in their own growth, to monitor learner progress, and to guide the teacher’s and learner’s decision making.
  • PLANNING FOR INSTRUCTION – The teacher plans instruction that supports every student in meeting rigorous learning goals by drawing upon knowledge of content areas, curriculum, cross-disciplinary skills, and pedagogy, as well as knowledge of learners and the community context.
  • INSTRUCTIONAL STRATEGIES – The teacher understands and uses a variety of instructional strategies to encourage learners to develop deep understanding of content areas and their connections and to build skills to apply knowledge in meaningful ways.
  • PROFESSIONAL LEARNING AND ETHICAL PRACTICE – The teacher engages in ongoing professional learning, uses evidence to continually evaluate his/her practice, particularly the effects of his/her choices and actions on others (learners, families, other professionals, and the community), and adapts practice to meet the needs of each learner.
  • LEADERSHIP AND COLLABORATION – The teacher seeks appropriate leadership roles and opportunities to take responsibility for student learning, to collaborate with learners, families, colleagues, other school professionals, and community members to ensure learner growth, and to advance the profession.
  • VITERBO STANDARD – The teacher demonstrates personal qualities and values which reflect the Franciscan values identified in the Viterbo University teacher education conceptual framework.
    Complete one Franciscan Values and Traditions course (VUSM-100 level course). Transfer or re-entry students may have one or two mission seminars waived based on the number of transfer or completed credits.
    Complete one Living in a Diverse World course. Transfer or re-entry students may have one or two mission seminars waived based on the number of transfer or completed credits.
    Complete one Serving the Common Good course.
    Complete one The Ethical Life course (VUSM-400 level).
    Complete three credits of historical analysis.
    Complete three credits of literary analysis.
    Complete four credits of scientific reasoning in the natural sciences.
    Complete three credits of scientific reasoning in the social sciences.
    Complete three credits of artistic engagement.
    Complete three credits of theological inquiry.
    Complete three credits of integrating faith and practice.
    Complete three credits of philosophical and moral inquiry.
    Complete three classes (nine credits minimum) of world language in preferably one, but not more than two languages.
    Complete a minimum of 40 upper division credits (300/400).
    Complete a minimum of 120 college-level credits.