Restructuring Teacher Education and Licensing in Wisconsin NEW RULES

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Restructuring Teacher Education and Licensing in
Wisconsin - NEW RULES
Wisconsin Department of Public Instruction
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EFFECTIVE DATES

• Wisconsin Administrative Code
• Old PI 4 (teacher education program approval)
  replaced by PI 34 effective July 1, 2000.
• PI 3 (teacher licensing) is current. Will be
  replaced by PI 34 effective July 1, 2004.
• 1st applies to students completing initial
  licensure programs after 8/31/04

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Wisconsin Standards For Teacher Development and
Licensure PI 34
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What Are the 10 Basic Standards?

• The foundation for the development and assessment
  of a performance based quality teacher education
  program.
• The basis for quality professional development
  for practicing educators.

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Wisconsin Standards for Teacher Development and
Licensure
Standard 1

• 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 for pupils.

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Wisconsin Standards for Teacher Development and
Licensure
Standard 2

• The teacher understands how children with
  broad ranges of ability learn and provides
  instruction that supports their intellectual,
  social, and personal development.

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Wisconsin Standards for Teacher Development and
Licensure
Standard 3

• The teacher understands how pupils differ in
  their approaches to learning and the barriers
  that impede learning, and can adapt instruction
  to meet the diverse needs of pupils, including
  those with disabilities and exceptionalities.

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Wisconsin Standards for Teacher Development and
Licensure
Standard 4

• The teacher understands and uses a variety of
  instructional strategies, including technology to
  encourage childrens development of critical
  thinking, problem-solving, and performance skills.

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Wisconsin Standards for Teacher Development and
Licensure
Standard 5

• The teacher uses an understanding of
  individual and group motivation and behavior to
  create a learning environment that encourages
  positive social interaction, active engagement in
  learning, and self-motivation.

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Wisconsin Standards for Teacher Development and
Licensure
Standard 6

• The teacher uses effective verbal and
  nonverbal communication techniques, as well as
  instructional media and technology, to foster
  active inquiry, collaboration, and supportive
  interaction in the classroom.

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Wisconsin Standards for Teacher Development and
Licensure
Standard 7

• The teacher organizes and plans systematic
  instruction based upon knowledge of subject
  matter, pupils, the community, and curriculum
  goals.

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Wisconsin Standards for Teacher Development and
Licensure
Standard 8

• The teacher understands and uses formal and
  informal assessment strategies to evaluate and
  ensure the continuous intellectual, social, and
  physical development of the learner.

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Wisconsin Standards for Teacher Development and
Licensure
Standard 9

• The teacher is a reflective practitioner who
  continually evaluates the effects of his or her
  choices and actions on pupils, parents,
  professionals in the learning community and
  others, and who actively seeks out opportunities
  to grow professionally.

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Wisconsin Standards for Teacher Development and
Licensure
Standard 10

• The teacher fosters relationships with school
  colleagues, parents, and agencies in the larger
  community to support pupils learning and well
  being and acts with integrity, fairness and in an
  ethical manner.

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Wisconsin Standards for Teacher Development and
Licensure
All standards are comprised of three components

• Knowledge (Content)
• Teacher Dispositions (attitudes)
• Teacher Performances

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Standard 2 Example - Knowledge
Standard The teacher understands how children
with broad ranges of ability learn and provides
instruction that supports their intellectual,
social and personal developments.
Knowledge The teacher understands how learning
occurs - how students construct knowledge,
acquire skills, and develop habits of mind - and
knows how to use instructional strategies that
promote student learning for a wide range of
student abilities.
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Standard 2 Example - Disposition
Standard The teacher understands how children
with broad ranges of ability learn and provides
instruction that supports their intellectual,
social and personal developments.
Dispositions The teacher demonstrates
expectations for children of all abilities to
learn by providing differing yet challenging
lessons based on individual student variation
within each area of development, and structuring
experiences that allow all students to display
their unique talents.
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Standard 2 Example - Performances
Standard The teacher understands how children
with broad ranges of ability learn and provides
instruction that supports their intellectual,
social and personal developments.
Performances The teacher assesses individual
and group performance in order to design
instruction that meets learners current needs in
each domain (cognitive, social, emotional, moral,
and physical) and that leads to the next level of
development.
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Wisconsin Standards For Teacher Development and
Licensure
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Teacher Educations Immediate Restructuring Tasks

• Develop a conceptual framework of the
  performance based professional ed. program
  representing the 10 standards which includes the
  following
• the mission, vision and philosophy of program
• identifying where the 10 standards are integrated
  within the program
• identifying the performance tasks of the 10
  standards

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Conceptual Framework, Cont.

• Assessment of the knowledge, skills
  dispositions in
• communication skills
• human relations professional dispositions
• content knowledge for subject area (determined by
  passing scores on standardized tests approved by
  DPI)
• pedagogical knowledge
• teaching practice
• student teaching/internship
• initial license

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Conceptual Framework, Cont.

• Providing that candidates demonstrate knowledge
  of
• cooperative marketing and consumer coops. for
  licenses in economics, social studies or ag.
• Environmental ed for licenses in ag, early
  childhood, middle childhood to early adolescent,
  science social studies
• minority group relations
• conflict resolution
• role resp. of student teacher
• teaching reading lang. arts phonics for PK -
  6 licenses
• procedures for assessing, teaching, modifying
  curriculum for children with disabilities.

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Conceptual Framework, Cont.

• Supervised prestudent teaching evaluated by at
  least 2 written evals., based on observations,
  a student portfolio
• Student teaching full days, full semester
• minimum of 4 classroom supervisory visits of 1
  hr. by School/college/department (SCD) supervisor
• minimum of 4 written evals by cooperating teacher
  or SCD supervisor
• review of student portfolio

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Conceptual Framework, Cont.

• General ed. program demonstrating student
  knowledge of the following (initial licenses)
• written oral communication
• mathematics
• fine arts
• social studies
• biological physical sciences
• humanities literature
• Western non-western history or contemporary
  culture
• WI Model Academic Standards

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Conceptual Framework, Cont.

• Plan implementation of program completers
  follow up studies of initial and advanced
  programs including
• ways to gain info for program feedback from
  grads, employers, teachers
• documentation on what info was collected, how
  being used and program changes as a result
• documentation of how plan contributed to initial
  educator success and assisted graduates.

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Higher Eds Assessments of Their Programs
Students Must Be...

• Administered on a timely and frequent basis
• Developed in the context of schools and
  communities
• Characterized by multiple methods and modes
• Collected from progressively more complex
  performances
• Validated through research and practice

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IHEs Program Approval

• DPI will conduct a site review at least once
  every 5 years
• And DPI will visit and review each IHE every year
• Program evaluation and approval will be based on
  the performance of candidates for the license
  measured against the 10 Teaching Standards.
• Program approval will be for a 5 year period
• Program changes must be submitted to DPI for
  approval prior to implementation

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Program Approval Requirements

• IHEs submit to DPI written evidence that
  graduates after 8/31/04 meet requirements of PI
  34 including
• IHEs relevant policies practices affecting
  prep of school personnel
• IHEs conceptual framework under PI 34.15
• IHEs eval of its performance outcomes based on
  mission goals
• IHEs assessment system of candidate quality
  based on 10 Standards
• IHEs Title II report of pass rate of candidates
• IHEs evidence of ongoing collaboration with LEAs

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Wisconsin Standards For Teacher Development and
Licensure
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New Licensing Stages

• Initial educator
• Professional Educator
• Master Educator

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License Stages Initial Educator
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License Stages Initial Educator

• School District Requirements
• Must provide collaboratively developed
  orientation to initial educator
• Must provide support seminars reflecting the
  standards
• Must provide a qualified mentor to the initial
  educator
• Qualified means holding an appropriate license

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License Stages Initial Educator

• School District Requirements (cont.)
• The mentor
• is an educator and colleague
• is trained to provide support assistance to
  initial educators
• has input into the confidential formative
  assessment of the initial educator
• is not part of the formal employment evaluation
  process.

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License Stages Initial Educator

• The initial educator team for teachers includes
• A teacher of the same subject or level selected
  by teacher peers (not mentor)
• An administrator designated by the district
  administrator and subject to approval by the
  school board
• A higher education representative

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License Stages Initial Educator

• The initial educator team for pupil services
  educators includes
• A pupil services professional in the same license
  category selected by peers (not mentor)
• An administrator designated by the district
  administrator and subject to approval by the
  school board
• A higher education representative

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License Stages Initial Educator

• The initial educator team for administrators
  includes
• An administrator in the same license category
  selected by peers (not mentor)
• An administrator designated by the district
  administrator subject to approval by the school
  board
• A higher education representative

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License Stages Initial Educator

• To move to the professional educator level, the
  initial educator must design and complete a
  professional development plan that demonstrates
  increased proficiency in one or more of the
  standards that were identified by her/his
  professional development team as needing
  improvement.

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Professional Development Team CAVEAT

• The Team...
• Reviews approves the initial educators
  professional development goals in the
  professional development plan,
• Verifies communicates to the DPI successful
  completion of the educators professional
  development plan.
• Does NOT evaluate teaching performance - this is
  the role of licensed administrators and the
  school board!

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Required Contents of Professional Development Plan

• Goals objectives addressing standards
• Timeline for achieving goals with annual review
• Collaboration with peers professional
  development team

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Required Contents of Professional Development
Plan

• Activities related to goals applied to
  classroom or learning community
• Documentation of activities which may include
• college, university or tech college credits
• workshops, seminars, conferences
• action research
• curriculum development
• appropriate work experiences
• district committee work
• prof. organization or assoc. work
• conference presentations
• publications
• teaching courses (outside district assignments)
• special projects

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Required Contents of Professional Development
Plan

• Assessment procedures for plan
• Indicators of growth
• How meeting goals improved your professional
  knowledge
• How meeting goals improved students learning

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License Stages Professional Educator
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License StagesProfessional Educator

• Educators eligible to hold or renew a regular
  license prior to July 1, 2004 may renew their
  license either by
• completing 6 semester credits (related to license
  or standards) from an accredited IHE,
• or successfully complete the professional
  development plan.

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License StagesMaster Educator (Optional)
National Board Certification accepted in lieu of
these requirements
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Wisconsin Standards For Teacher Development and
Licensure
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Developmental Ranges for Licenses

• EARLY CHILDHOOD
• EARLY CHILDHOOD THROUGH MIDDLE CHILDHOOD
• MIDDLE CHILDHOOD THROUGH EARLY ADOLESCENCE
• EARLY ADOLESCENCE THROUGH ADOLESCENCE
• WIDE RANGE (EARLY CHILDHOOD THROUGH
  ADOLESCENCE) INCLUDES
• ART, ?FOREIGN LANGUAGE ESL, ? FACE,
• MUSIC, ?DEAF OR HARD OF HEARING, ? DANCE,
• P.E., ?TECH ED, ? AG,
• Bus. ED, ? MARKETING, ? THEATRE,
• HEALTH, ? INSTRUCTIONAL LIBRARY MEDIA,
• VISUAL IMPAIRMENT,
• SPEECH/LANGUAGE PATHOLOGY.

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Ranges Correspond to Ages...

• Early childhood
• Early childhood thru middle childhood
• Middle childhood thru early adolescence
• Early adolescence through adolescence

• Birth - age 8
• Birth - age 11
• Ages 6 - 12, 13
• Ages 10 - 21

Assignments Ultimately determined by the district.
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Current Licenses Code
New Terms

• Early Childhood Codes 080-083, 90, 100
• ElementaryCodes 41,42,106-118
• Middle/Secondary Codes 21, 27, 29

• Early childhood
• Early childhood/middle childhood/early
  adolescence
• Early Adolescence through Adolescence

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List of License Changes FollowsThose Not
Listed Will Not Change
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BROAD FIELD LICENSESEarly Adolescence thru
AdolescenceUpper H.S. Level Requires Subject
Competency

• CAN OBTAIN BROADFIELD OR SPECIFIC LICENSES IN THE
  FOLLOWING AREAS
• LANGUAGE ARTS
• English Lit. composition,
• Journalism,
• Speech communication

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BROAD FIELD LICENSESEarly Adolescence thru
AdolescenceUpper H.S. Level Requires Subject
Competency

• SCIENCE
• Physical science including chemistry physics
• Earth space science
• Life environmental science including biology
• SOCIAL STUDIES
• Geography
• History
• Poly Sci
• Economics
• Psych
• Sociology

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BROAD FIELD LICENSESSpecial Education Cross
Categorical

• Only at the following levels
• Middle Childhood - Early Adolescence
• Early Adolescence-Adolescence
• Combining only the following disabilities
• cognitive disabilities,
• emotional disturbance
• and learning disabilities

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Current Licenses Code s
New Terms

• Broad Field Language Arts
• concentration in English lit comp,
• journalism, or
• speech comm.
• English lit composition
• Journalism
• Speech communication
• Theatre (WR)

• English - related licensesCodes 300, 310, 320,
  325 (w/21, 27, 29)
• English
• Journalism
• Speech
• Theatre

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Current Licenses Code s
New Terms

• Science - related licensesCodes 600-637
  (w/21,27,29)
• Science
• Broadfield science
• Biology/life science
• Chemistry
• Environmental studies
• General science
• Physics
• Astronomy
• Earth/Space science
• Geology
• Physical Science

• Broad Field Science
• concentration in physical science,
• earth space,
• or life environmental science
• Physical science
• Earth space science
• Life environmental science

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Current Licenses Code s
New Terms

• Social Studies - related licenses Codes
  700-760(w/21,27,29)
• Social studies
• Broadfield social studies
• Anthropology
• Civics
• Economics
• Geography
• International studies
• History
• Philosophy
• Poly Sci
• Psychology
• Sociology
• Social Problems
• Religious Studies
• Afro-American Studies

• Broad Field Social Studies
• concentration in geography,
• history,
• poly sci citizenship
• economics,
• psychology, or
• sociology
• Geography
• History
• Political science citizenship
• Economics
• Psychology
• Sociology

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Current Licenses Code
New Terms

• Exceptional Education Needs (EC, elementary, WR
  el., WR sec., Secondary) Categorical
  licensesCodes 805, 806, 807, 808, 810, 811,
  815, 820, 825, 830
• HI ?SP. LANG.
• ED ?CDB
• CDS ?ECEEN
• CD ?LD
• VI ?OI

• Special Education categorical (Early
  Childhood-Middle Childhood or Early
  Adolescence-Adolescence)
• Deaf Hard of Hearing (WR)
• ED ? LD
• CD ? Sp. Lang. (WR)
• VI (WR) ? ECSE
• And cross categorical option combining
• cognitive disabilities,
• emotional disturbance
• and learning disabilities

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Process for Converting Old Licenses to New
Licenses in Related Level or Category (Optional)

• Applicants for converted licenses submit their
  portfolios to DPI
• DPI develops a process to review applicants
  portfolios
• Applicants pay a fee to DPI for portfolio review
• DPI reviews applicants portfolios

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Required Content of Converted License Portfolios

• Evidence of successful relevant experience
  including some direct observation of teaching
  skills
• Letters of recommendation from professional
  colleagues (teachers, administrators, IHE
  faculty, etc.)
• Evidence of completion of relevant coursework,
  conferences, workshops, and other professional
  development based on established performance
  standards

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For a complete set of rules see the Teacher
Education and Licensing web pagehttp//www.dpi.st
ate.wi.us/dpi/dlsis/tel/newrules.html
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Wisconsin Standards For Teacher Development and
Licensure
LET'S PROCEED