Claire Martin, District Administrator for the Chilton School District, was visited on July 9, 2012. The discussion focused on four areas concerning district policy; district expectations of new teachers; TPA and producing a student teacher video; and the following programs:


Fred Yeo, Claire Martin and Jim Hoffman

  • The Add on Licensure Program extends the license of teachers.  The program is individually tailored to help teachers or districts enhance their flexibility in curriculum areas.
  • The Educational Leadership Program has the flexibility for districts to choose course work that focuses on their district goals and initiatives.  This course work could be made part of an individual Master’s of Science Degree for teachers in the district.
  • The Wisconsin Rural Schools Alliance (WIRSA) is an organization that strives to meet the needs of rural schools and districts throughout the state.
  • A new Principal Licensure Program is now available and is being offered in site-based cohorts or on-campus.

The following key points were also discussed during the visit:

  • New teachers need to understand assessment, RTI and the common core standards.  The district values candidates with multiply certifications in areas such as Special education and ELL.  New teachers must also be willing to get involved in school activities and community activities.  How to use data for student and curriculum assessment is also important for new teachers.
  • The district has a passive permission policy that would give the students the option of not being in the classroom if the class is being used in a video for student teaching.  The district would have to give permission for the taping to take place and also use of their Internet access to send the video outside of the district.
  • The district feels that the Add On Licensure is a good program to offer to districts.  It will be important in the future for districts to look for new teachers with multiple licensures.   The district hasn’t used the program very much but it is valued when the district needs it.
  • An 18-week format for student teaching would be more beneficial for student teachers and the classroom students.   A co-teacher format would also be valuable for the student teacher and the classroom teacher.


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