Transcript Wisconsin Standards for Teacher Development and Licensure
Restructuring Teacher Education and Licensing in Wisconsin - NEW RULES Wisconsin Department of Public Instruction
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
Wisconsin Standards For Teacher Development and Licensure PI 34 Wisconsin Standards For Teacher Development and Licensure Pre-service Assessment and Standards Licensing and Career Stages Licensing Categories
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.
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.
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.
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.
Wisconsin Standards for Teacher Development and Licensure
Standard # 4 The teacher understands and uses a variety of instructional strategies, including technology to encourage children’s development of critical thinking, problem-solving, and performance skills.
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.
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.
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.
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.
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.
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.
Wisconsin Standards for Teacher Development and Licensure
All standards are comprised of three components
Knowledge (Content)
Teacher Dispositions (attitudes)
Teacher Performances
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.
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.
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.
Wisconsin Standards For Teacher Development and Licensure Wisconsin Standards For Teacher Development and Licensure Pre-service Assessment and Standards Licensing and Career Stages Licensing Categories
Teacher Education’s 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
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
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.
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
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
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.
Higher Ed’s 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
IHE’s 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
Program Approval Requirements
IHEs submit to DPI written evidence that graduates after 8/31/04 meet requirements of PI 34 including:
IHE’s relevant policies & practices affecting prep of school personnel
IHEs conceptual framework under PI 34.15
IHE’s eval of its performance & outcomes based on mission & goals
IHE’s assessment system of candidate quality based on 10 Standards
IHE’s Title II report of pass rate of candidates
IHE’s evidence of ongoing collaboration with LEAs
Wisconsin Standards For Teacher Development and Licensure Wisconsin Standards For Teacher Development and Licensure Pre-service Assessment and Standards Licensing and Career Stages Licensing Categories
New Licensing Stages
Initial educator
Professional Educator
Master Educator
Wisconsin Standards Prerequisites
License Stages Initial Educator
Proficiency in all applicable standards Performance-based training program endorsed by IHE/passing scores on standardized test Yes Professional Development Plan Learning Goals Identified Activities Timelines Evidence of Collaboration Assessment Plan Length of License Who Approves, Monitors and Assesses (prof. Dev. Plan) Support 5 year non-renewable, 3 year minimum Initial Educator Team: 3 members to include administrator, IHE staff, peer (not mentor) Mentor and feedback from Team
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 initial educator mentor to the
“Qualified” means holding an appropriate license
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.
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
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
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
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.
Professional Development Team CAVEAT
The Team...
Reviews & approves the initial educator’s professional development goals in the professional development plan,
Verifies & communicates to the DPI successful completion of the educator’s professional development plan.
Does NOT evaluate teaching performance - this is the role of licensed administrators and the school board!
Required Contents of Professional Development Plan
Goals & objectives addressing standards
Timeline for achieving goals with annual review
Collaboration with peers & professional development team
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
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
License Stages Professional Educator
Wisconsin Standards Prerequisites Professional Development Plan Learning Goals Identified Activities Timelines Evidence of Collaboration Assessment Plan Length of License Who Approves, Monitors and Assesses (prof. Dev. Plan) Support Proficiency in all applicable standards - but focus on 2 or more Successful completion of initial educator requirements Yes 5 year renewable Team: District professional development team of peers Feedback from Team
License Stages Professional 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.
License Stages Master Educator (Optional) National Board Certification accepted in lieu of these requirements Wisconsin Standards Prerequisites documented in application to state superintendent Length of License Formal Assessment of the standards Who Assesses the candidate?
Assessment Mastery of all applicable standards 5 years teaching experience, complete 1 successful cycle as professional educator, contributions to profession, evidence of improved pupil learning, and related Master’s Degree 10 year renewable Interviews, objective exams, review of portfolios and essays or other methods of analysis, demonstration of exemplary performance through video or on-site observation, comparable to NBPTS Assessors: Three educators with similar responsibilities, trained by department, nominated by professional organizations, approved by state superintendent Assessors recommend license or not
Wisconsin Standards For Teacher Development and Licensure Wisconsin Standards For Teacher Development and Licensure Pre-service Assessment and Standards Licensing and Career Stages Licensing Categories
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:
MUSIC,
ART, P.E.,
FOREIGN LANGUAGE & ESL,
DEAF OR HARD OF HEARING,
TECH ED,
Bus. ED, HEALTH,
MARKETING,
INSTRUCTIONAL LIBRARY MEDIA,
VISUAL IMPAIRMENT,
SPEECH/LANGUAGE PATHOLOGY.
FACE,
DANCE,
AG,
THEATRE,
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
Current Licenses & Code # New Terms
Early Childhood Codes 080-083, 90, 100
Elementary Codes 41,42,106 118
Codes 21, 27, 29
Early childhood
Early childhood/ middle childhood/ early adolescence Early Adolescence through Adolescence
List of License Changes Follows Those Not Listed Will Not Change
BROAD FIELD LICENSES Early Adolescence thru Adolescence Upper H.S. Level Requires Subject Competency CAN OBTAIN BROADFIELD OR SPECIFIC LICENSES IN THE FOLLOWING AREAS:
LANGUAGE ARTS
English Lit. & composition,
Journalism,
Speech communication
BROAD FIELD LICENSES Early Adolescence thru Adolescence Upper 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
BROAD FIELD LICENSES Special 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
Current Licenses & Code #s New Terms
English - related licenses Codes 300, 310, 320, 325 (w/21, 27, 29)
Broad Field Language Arts
concentration in English lit & comp,
journalism, or
speech comm.
English
Journalism
Speech
Theatre
English lit & composition Journalism
Speech communication
Theatre (WR)
Current Licenses & Code #s New Terms
Science - related licenses Codes 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
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
Current Licenses & Code #
New Terms
Exceptional Education Needs (EC, elementary, WR el., WR sec., Secondary) Categorical licenses
Codes 805, 806, 807, 808, 810, 811, 815, 820, 825, 830
HI
ED
CDS
CD
VI
SP. LANG.
CDB
ECEEN
LD
OI Special Education categorical (Early Childhood-Middle Childhood or Early Adolescence-Adolescence)
Deaf & Hard of Hearing (WR)
ED
LD
CD
VI (WR)
Sp. Lang. (WR) ECSE And cross categorical option combining
cognitive disabilities,
emotional disturbance
and learning disabilities
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
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
For a complete set of rules see the Teacher Education and Licensing web page http://www.dpi.state.wi.us/dpi/ dlsis/tel/newrules.html
Wisconsin Standards For Teacher Development and Licensure Wisconsin Standards For Teacher Development and Licensure Pre-service Assessment and Standards Licensing and Career Stages Licensing Categories