MAJOR EQUIVALENCE WORKSHEET MATHEMATICS – Applicants who do not have a major in the subject area of the license they are seeking must demonstrate the equivalent of a major through any combination of courses, training, teaching experience, or other professional experience. For each item listed in the chart below, indicate in the right-hand column how you have achieved competence in that area. Draw upon professional experiences, coursework, training, and other experiences. Provide specific details. For instance, if the knowledge or skills was covered in a course, explain what you learned and how you demonstrated proficiency via course assessments; avoid merely listing a course number and name. Or, if you have developed a skill in your current teaching assignment, explain how you demonstrate that proficiency in your work; you might consider how a visitor to your classroom would see or hear that skill on display and describe what would be perceived. It is likely that you will write 1-3 paragraphs for each item. Please be specific. Reviewers will use this information in determining whether you have the equivalent of a content major. Incomplete or unclear information could impede approval of your Part 1 eligibility review. Wisconsin Licensure Program Guidelines for Evidence of Competence in this Content Teachers of Math The structures within the discipline, the historical roots and evolving nature of mathematics, and the interaction between technology and the discipline. Facilitating the building of student conceptual and procedural understanding.
MAJOR EQUIVALENCE WORKSHEET – MATHEMATICS Applicants who do not have a major in the subject area of the license they are seeking must demonstrate the equivalent of a major through any combination of courses, training, teaching experience, or other professional experience. For each item listed in the chart below, indicate in the right-hand column how you have achieved competence in that area. Draw upon professional experiences, coursework, training, and other experiences. Provide specific details. For instance, if the knowledge or skills was covered in a course, explain what you learned and how you demonstrated proficiency via course assessments; avoid merely listing a course number and name. Or, if you have developed a skill in your current teaching assignment, explain how you demonstrate that proficiency in your work; you might consider how a visitor to your classroom would see or hear that skill on display and describe what would be perceived. It is likely that you will write 1-3 paragraphs for each item. Please be specific. Reviewers will use this information in determining whether you have the equivalent of a content major. Incomplete or unclear information could impede approval of your Part 1 eligibility review. Wisconsin Licensure Program Guidelines for Teachers of Math Evidence of Competence in this Content The structures within the discipline, the historical roots and evolving nature of mathematics, and the interaction between technology and the discipline. Facilitating the building of student conceptual and procedural understanding.