Educational Administration Artifact Reflection

Artifact Title: Wisconsin Department of Public Instruction Teaching Licenses

Date of Experience Completed: July 1, 2011 and January 1, 2014
Artifact Description:
My artifacts are two Wisconsin Department of Public Instruction initial
educator licenses. The first is a Middle Childhood-Early Adolescence Regular
Education license obtained during my undergraduate studies at the
University of Wisconsin-Whitewater. The second is a Middle Childhood-Early
Adolescence Cross-Categorical Special Education license obtained during my
graduate studies at the University of Wisconsin-Platteville.
Wisconsin Administrator Standard Alignment:
These Wisconsin DPI teaching licenses align with Wisconsin Administrator
Standard 1.1 which states: The teacher understands the central concepts,
tools of inquiry, and structures of the discipline(s) he or she teaches and can
create learning experiences that make these aspects of subject matter
meaningful to students.
These Wisconsin DPI teaching licenses best align with Standard 1.1 because
they demonstrate commitment to continuous learning and engagement in
professional discourse about subject matter knowledge and childrens
learning of the discipline. The Cross-Categorical Special Education teaching
license demonstrates greater evidence of professional engagement and
dedication to a discipline. Students receiving special education services
would not be acquiring a fair and proper education while being taught by an
individual not trained and educated to do so. Hence, the need to earn a
Cross-Categorical license to best meet the needs of the students in special
education. Additionally, the second license demonstrates enthusiasm for the
discipline taught and sees to connect to everyday life. The regular education
license was a beginning, but the special education license is a passion.
Enthusiasm for teaching is compared in the amount of time to obtain the
teaching licenses. The regular education license was obtained after five
years of undergraduate work, while the cross-categorical license was
obtained in under two years of graduate work.
Many years went into earning the regular education license and crosscategorical special education license. There were minimally 55 classes taken
throughout seven years of post-secondary education. This equates to over
3,000 hours of class, not to mention the outside-of-class homework
commitment as well as in-classroom experiences. Through this time papers
were written, projects were created, and tests were taken to prove the
teachers ability to understand major concepts, assumptions, debates,

processes of inquiry, and ways of knowing that are central to the discipline.
Additionally, it demonstrates the teachers ability to evaluate teaching
resources and curriculum materials for their comprehensiveness, accuracy,
and usefulness in representing particular ideas and concepts. All of that time
and dedication to post-secondary education also demonstrates the teachers
creativity in interdisciplinary learning experiences that encourage students
to integrate knowledge, skills, and methods of inquiry from several subject
areas. It was a requirement while obtaining the regular education license
that many disciplines were to be taught and applied. These disciplines
include mathematics, reading, language arts, science, social studies, art, and
physical education.
What I learned about administration/teaching/learning from this
experience:
This experience taught me a several things. First, dedication is not the
amount of hours you put into something. Thousands of hours were spent in
class, doing homework, and completing student teaching. It is not about the
number of hours, but about what was gained in those hours. Too often
people, including administration, teachers, and students, go through the
motions. That is not the purpose of the experience. The purpose is to learn,
understand, and apply what you have been taught to make a difference to
someone. Secondly, learning does not stop after obtaining a teaching
license (or meeting another long-term goal). I spent seven years earning two
teaching licenses, but my education will not end there. I need to be an
active participant in my ongoing adult education. I need to seek out a
variety of professional development opportunities. Not only will these
professional development opportunities benefit me, but they would also
benefit my students. I will seek out opportunities specific to understanding
and helping my students to achieve their goals and be productive 21st
century citizens. Finally, I learned it is extremely difficult to achieve a longterm goal without some type of networking. All throughout undergraduate
studies I was told its what you know, not who you know. This is not realworld advice. It is very important to be networking while achieving your
goals. Having peers and/or professionals to contact can often times keep
you sane. They may have similar experiences or have advice that would
help you along the way. There is also a chance you develop a life-long
friendship while networking.
What I learned about myself as a prospective administrator as a
result of this artifact:
As a prospective administrator, the process of earning these Wisconsin DPI
teaching licenses taught me dedication and perspective. I look back to the
amount of time it took to complete the coursework required, which reinforces
my decision to pursue an administrative degree. I have dedicated my post-

secondary life to learning. Though it has been difficult, I know I can make it
through another two years and beyond. Dedication is an important quality to
have as an administrator. Secondly, I am beginning to understand the big
picture perspective. There are larger things at play and it is extremely
important to keep your eyes, mind, and heart open to them. This
perspective will allow me to better understand my staff, my community, and
the world around me.