Wisconsin Administrative Code PI 34 1 Wisconsin Department of Public Instruction Restructuring Educator Preparation and Licensing The Quality Educator

Wisconsin Administrative Code PI 34Wisconsin Administrative Code PI 34 11Wisconsin Department of Public Instruction

Restructuring Educator Preparation and Licensing

The Quality Educator Initiative PI The Quality Educator Initiative PI 3434

Wisconsin Administrative Code PI 34Wisconsin Administrative Code PI 34 22

PI 34 - The Quality Educator PI 34 - The Quality Educator InitiativeInitiative

IntroductionIntroduction

The purpose of this program is The purpose of this program is

to provide both a background and to provide both a background and

overview of the Quality Educator overview of the Quality Educator

Initiative – PI 34, as it affects Initiative – PI 34, as it affects

educator licensure in Wisconsin. educator licensure in Wisconsin.


PI 34 - The Quality Educator PI 34 - The Quality Educator InitiativeInitiative

Part 1 - Background to PI 34 – The Quality Educator Part 1 - Background to PI 34 – The Quality Educator

InitiativeInitiative

Part 2 – A New SystemPart 2 – A New System

Part 3 – Career-long Professional Development Part 3 – Career-long Professional Development

Part 4 – The Professional Development Plan (PDP)Part 4 – The Professional Development Plan (PDP)

Conclusion and ResourcesConclusion and Resources

Program PartsProgram Parts


PART 1 – BackgroundPART 1 – Background

The need for a new systemThe need for a new system ofof educator preparation educator preparation and professional development emergedand professional development emerged in the last in the last decades of the 20decades of the 20thth century. Driving the movement for century. Driving the movement for change were a number ofchange were a number of beliefs:beliefs:

that that standards should guidestandards should guide what students know and are what students know and are able to doable to do, and, and

that that greater accountabilitygreater accountability within awithin a results-driven systemresults-driven system would improve student learningwould improve student learning..



For this purpose, the State Superintendent of Public For this purpose, the State Superintendent of Public

Instruction appointed an Education Taskforce in Instruction appointed an Education Taskforce in

1994 to study, develop, and recommend a new 1994 to study, develop, and recommend a new

system for preparing and licensing educators. system for preparing and licensing educators.

State, national, and global trends State, national, and global trends

influenced their work.influenced their work.



The state, national, and global trends The state, national, and global trends

include the following: include the following:

TechnologyTechnology is changingis changing the tools of learningthe tools of learning. .

TechnologyTechnology is changingis changing the nature of work.the nature of work.

With the speed and ease of travel,With the speed and ease of travel, b boundariesoundaries

separating countries and nations are shrinkingseparating countries and nations are shrinking. .

The gapThe gap between wealth and povertybetween wealth and poverty is increasing.is increasing.



AndAnd each of these trendseach of these trends impacts education: impacts education:

Educators and students have instant Educators and students have instant access toaccess to information. information.

There continues to be a rapid There continues to be a rapid expansion of knowledgeexpansion of knowledge..

Diverse student populationsDiverse student populations represent an increasingly represent an increasingly

interconnected world.interconnected world.

There is anThere is an inequitable accessinequitable access to a quality education, to a quality education,

especially for children of color and the economically especially for children of color and the economically

disadvantaged.disadvantaged.



The work of the task force resulted in a plan The work of the task force resulted in a plan that:that:

Creates aCreates a shared visionshared vision of what educators should know of what educators should know

and be able to do to improve student learningand be able to do to improve student learning

Develops Develops career-longcareer-long professional development professional development

CreatesCreates performance based assessmentperformance based assessment of preparation of preparation

and practice and practice

Addresses challenges and opportunities presented by Addresses challenges and opportunities presented by

diverse student populationsdiverse student populations

Improves access toImproves access to equitable educational opportunitiesequitable educational opportunities

for all studentsfor all students


PART 2 - PART 2 - A New SystemA New System

As a result of the recommendations of the As a result of the recommendations of the Education Taskforce Education Taskforce

and the contributions of Wisconsin citizens, and the contributions of Wisconsin citizens,

Wisconsin Administrative Code PI 34 -Wisconsin Administrative Code PI 34 -

the the Wisconsin Quality Educator InitiativeWisconsin Quality Educator Initiative, , was adopted in 2000.was adopted in 2000.



The foundation for the new system is theThe foundation for the new system is the Wisconsin Educator StandardsWisconsin Educator Standards. .

There are 10 standards for teachers and 7 standards each There are 10 standards for teachers and 7 standards each for pupil services professionals and administrators.for pupil services professionals and administrators.

Knowledge of the 10 teacher standards is the first standard Knowledge of the 10 teacher standards is the first standard for both pupil services and administrator standards. for both pupil services and administrator standards.

The Standards require the demonstration of proficiency with The Standards require the demonstration of proficiency with regard to knowledge, skills and dispositions. The measure regard to knowledge, skills and dispositions. The measure of what educators must know and do is no longer a list of of what educators must know and do is no longer a list of courses and credits.courses and credits.



A complete list of the educator standards, including A complete list of the educator standards, including those for pupil services and administrators, is those for pupil services and administrators, is referenced in the resource section of this program. referenced in the resource section of this program. Following are the 10 Wisconsin teacher standards:Following are the 10 Wisconsin teacher standards:

(1) The teacher understands the (1) The teacher understands the central central conceptsconcepts, , tools of inquirytools of inquiry, and , and structures of the disciplinesstructures of the disciplines he or she he or she teaches and can create learning teaches and can create learning experiences that make these aspects of experiences that make these aspects of subject matter meaningful for pupils.subject matter meaningful for pupils.

(2) The teacher understands (2) The teacher understands how children how children with broad ranges of ability learn and with broad ranges of ability learn and provides instructionprovides instruction that supports their that supports their intellectual, social, and personal intellectual, social, and personal development.development.



(3) The teacher understands how pupils differ in their approaches to (3) The teacher understands how pupils differ in their approaches to learning and the barriers that impede learning and learning and the barriers that impede learning and can adapt instruction can adapt instruction to meet the diverse needs of pupilsto meet the diverse needs of pupils, including those with disabilities and , including those with disabilities and exceptionalities.exceptionalities.

(4) The teacher understands and (4) The teacher understands and uses a variety of instructional uses a variety of instructional strategies, including the use of technologystrategies, including the use of technology to encourage children’s to encourage children’s development of critical thinking, problem solving, and performance skills.development of critical thinking, problem solving, and performance skills.

(5) The teacher uses an understanding of (5) The teacher uses an understanding of individual and group individual and group motivation and behavior to create a learning environmentmotivation and behavior to create a learning environment that that encourages positive social interaction, active engagement in learning, encourages positive social interaction, active engagement in learning, and self–motivation.and self–motivation.



(6) The teacher uses (6) The teacher uses effective effective verbal and nonverbal verbal and nonverbal communication techniques as well communication techniques as well as instructional media and as instructional media and technologytechnology to foster active inquiry, to foster active inquiry, collaboration, and supportive collaboration, and supportive interaction in the classroom.interaction in the classroom.

(7) The teacher organizes and (7) The teacher organizes and plans plans systematic instruction based systematic instruction based upon knowledge of subject matter,upon knowledge of subject matter, pupils, the community, and pupils, the community, and curriculum goals.curriculum goals.

(8) The teacher understands and (8) The teacher understands and uses uses formal and informal formal and informal assessment strategies to evaluateassessment strategies to evaluate and ensure the continuous and ensure the continuous intellectual, social, and physical intellectual, social, and physical development of the pupil.development of the pupil.



(9) The teacher is a (9) The teacher is a reflective reflective practitionerpractitioner who continually who continually evaluates the effect of his/her evaluates the effect of his/her choices and actions on pupils, choices and actions on pupils, parents, professionals in the parents, professionals in the learning community and others learning community and others and who actively and who actively seeks out seeks out opportunities to grow opportunities to grow professionally.professionally. (10) The teacher (10) The teacher fosters relationships fosters relationships

with school colleagues, parents, and with school colleagues, parents, and agencies in the larger community to agencies in the larger community to support pupil learningsupport pupil learning and well being and well being and who acts with integrity, fairness and who acts with integrity, fairness and in an ethical manner.and in an ethical manner.



Building upon the educator standards are the Building upon the educator standards are the Institution of Higher Education (IHE) program Institution of Higher Education (IHE) program assessment and evaluation requirements:assessment and evaluation requirements:

A performance assessmentA performance assessment system for studentssystem for students A studentA student portfolio of evidenceportfolio of evidence showing entry level showing entry level

proficiency in each of the standardsproficiency in each of the standards Increasingly complex Increasingly complex performance tasksperformance tasks for for

students, withstudents, with multiple measuresmultiple measures over time over time Follow-up studiesFollow-up studies on graduates on graduates



PI 34 Requirements for IHE Support of PI 34 Requirements for IHE Support of Schools:Schools:

In-service or trainingIn-service or training for new cooperating teachersfor new cooperating teachers

In-service or trainingIn-service or training for current cooperating teachersfor current cooperating teachers

Professional developmentProfessional development opportunities to school districtopportunities to school district

personnel topersonnel to support PI 34support PI 34 implementation implementation

Select or identifySelect or identify facultyfaculty or adjunct facultyor adjunct faculty for initial for initial

educatoreducator PDP teamsPDP teams



3. PI 34 requirements for3. PI 34 requirements for

Wisconsin School DistrictsWisconsin School Districts

ongoing ongoing orientationorientation for the initial educatorfor the initial educator

support seminarssupport seminars for the initial educatorfor the initial educator

qualified, trained mentorqualified, trained mentor for the initial educatorfor the initial educator

designated designated administrator(s)administrator(s) to serve on the to serve on the

initial educator’s PDP teamsinitial educator’s PDP teams



PI 34 Requirements for the PI 34 Requirements for the

Department of Public InstructionDepartment of Public Instruction

accountability and state oversightaccountability and state oversight of educator of educator preparation programs preparation programs

approval and monitoring of all approval and monitoring of all educator educator preparation programspreparation programs that lead to licensure in that lead to licensure in WisconsinWisconsin

licensing of all educators in Wisconsinlicensing of all educators in Wisconsin


PART 3 PART 3 The Framework for Career-Long The Framework for Career-Long

Professional DevelopmentProfessional Development

EducatorPreparation

MasterEducator

option

ProfessionalEducator

Initial Educator

Career-long professional development

Performance Standards

Foundation

EducatorPreparation

MasterEducator

option


Initial Educator

EducatorPreparation

MasterEducator

option


Initial Educator

EducatorPreparation

MasterEducator

option


Initial Educator


PART 3 PART 3 Professional Development Professional Development

Stages in Career-Long Stages in Career-Long Professional DevelopmentProfessional Development

Stage 1.Stage 1. Educator PreparationEducator Preparation IHE program including clinical experiencesIHE program including clinical experiences

Stage 2.Stage 2. Initial EducatorInitial Educator An initial educator under PI 34 has successfully An initial educator under PI 34 has successfully

completed ancompleted an approved programapproved program after August 31, 2004 after August 31, 2004

and is and is issued an Initial Educator Licenseissued an Initial Educator License by the by the

Department for theDepartment for the first time in a particular categoryfirst time in a particular category

(teaching, pupil service, administration).(teaching, pupil service, administration).



•The Initial Educator License is a The Initial Educator License is a 3-5 year license and is non-3-5 year license and is non-

renewablerenewable unlessunless the individual has not been employed as an the individual has not been employed as an

educator for at least 3 yrs. within the 5-year period. educator for at least 3 yrs. within the 5-year period.

•An initial educator An initial educator advances to professional level licensureadvances to professional level licensure

after successfully completing aafter successfully completing a PDP and has at least 3 years of PDP and has at least 3 years of

experience.experience.

Stage 2. Initial Educator continued




The initial educator must develop, implement and The initial educator must develop, implement and document a Professional Development Plan (PDP) - document a Professional Development Plan (PDP) -

that addresses that addresses 2 or more Educator Standards2 or more Educator Standards, ,

that demonstrates that demonstrates professional growthprofessional growth, ,

and the impact of the professional growth on and the impact of the professional growth on

student learning. student learning.




The PDP Team is convened at the The PDP Team is convened at the initiationinitiation of the initial of the initial

educator.educator.

The Team, comprised of 3 trained educators, is responsible The Team, comprised of 3 trained educators, is responsible

for review and for review and approvalapproval of the initial educator’s PDP goal(s) of the initial educator’s PDP goal(s)

as well as as well as verificationverification of the plan after it has been of the plan after it has been

completed.completed.




The initial educator three member team includes:The initial educator three member team includes: aa peerpeer in the same subject or grade level (not the in the same subject or grade level (not the

mentor);mentor); anan administrator administrator (district responsibility)(district responsibility) preferably not preferably not

the direct supervisorthe direct supervisor;; andand aa representativerepresentative from an approved Wisconsin from an approved Wisconsin

institution of higher education (IHE).institution of higher education (IHE).

A A majoritymajority of the three-member team must approve the goal of the three-member team must approve the goal and verify successful completion of the PDP. and verify successful completion of the PDP. AppealsAppeals of of verificationverification decisions can be made to the state decisions can be made to the state superintendent.superintendent.



Stage 3. Professional EducatorProfessional Educator

A 5 year professional educator license is issued A 5 year professional educator license is issued to an educator who has completed all to an educator who has completed all requirements at the initial educator stage. requirements at the initial educator stage.

Future renewal of the professional educator Future renewal of the professional educator license requires successful completion of a 5-license requires successful completion of a 5-year PDP.year PDP.



Stage 3. Professional EducatorProfessional Educator

Those professional educators who completed Those professional educators who completed

licensure programs licensure programs prior to August 31, 2004prior to August 31, 2004, have , have

the option of: the option of:

• completing a completing a PDP,PDP, or or

• completingcompleting 6 university credits 6 university credits related to the related to the

area of licensure or the 10 educator standards.area of licensure or the 10 educator standards.



The professional educator must develop, The professional educator must develop, implement and document a 5-year PDP that:implement and document a 5-year PDP that:

addresses 2 or moreaddresses 2 or more Educator StandardsEducator Standards, ,

demonstratesdemonstrates professional growthprofessional growth, ,

and shows the impact of theand shows the impact of the professional professional

growth ongrowth on student learningstudent learning..

Stage 3. Professional Educator Professional Educator continuedcontinued



Team is convened at the Team is convened at the initiation initiation of the professional of the professional educator. educator.

The team reviews andThe team reviews and verifies verifies the completion of the plan. the completion of the plan.

Each professional educator PDP team Each professional educator PDP team includesincludes::• Three licensedThree licensed classroom teachers; classroom teachers; OR OR• Three licensedThree licensed pupil service professionals pupil service professionals OR OR • Three licensedThree licensed administrators. administrators.

The Professional Educator’s PDP -

Stage 3. Professional Educator Professional Educator continuedcontinued



A A majoritymajority of the team must verify successful of the team must verify successful completion of the PDP. completion of the PDP.

Appeals Appeals of decisions can be made to the state of decisions can be made to the state superintendent. superintendent.

The Professional Educator License is issued for The Professional Educator License is issued for 5 5 yearsyears and is and is renewable.renewable.

The Professional Educator’s PDP -

Stage 3.Stage 3. Professional EducatorProfessional Educator continuedcontinued



The The MASTER EDUCATORMASTER EDUCATOR license is license is

OPTIONAL OPTIONAL for a professional for a professional

educator who has had at least 5 educator who has had at least 5

years of successful experience at years of successful experience at

that licensure stage.that licensure stage.

Stage 4.Stage 4. Master EducatorMaster Educator



Stage 4.Stage 4. Master Educator…Master Educator…

TheThe Master Educator LicenseMaster Educator License may be may be

earned through successful completion of earned through successful completion of

thethe Wisconsin Master Educator Wisconsin Master Educator

Assessment Process (WMEAP)Assessment Process (WMEAP) OROR throughthrough

National Board Certification,National Board Certification, and is issued and is issued

for a 10 year period.for a 10 year period.



Stage 4. Master Educator Stage 4. Master Educator ContinuedContinued

Pre-requisites for the Wisconsin Pre-requisites for the Wisconsin Master Master

Educator Assessment ProcessEducator Assessment Process include: include: A Masters Degree in an education related field

5 years of successful professional experience at the

professional educator level

Evidence of contributions to the profession

Evidence of student learning


PART 4 – THE PROFESSIONAL DEVELOPMENT PLAN (PDP)

The Professional Development Plan:The Professional Development Plan: is evidence-based is evidence-based

documents targeted professional growth documents targeted professional growth

is based on the WI educator standards and is based on the WI educator standards and

demonstrates an impact on student demonstrates an impact on student

learning.learning.


PART 4 – The PDP

Steps in creating and completing a Steps in creating and completing a PDPPDP

Step 1-Step 1- Self reflectionSelf reflection

The self reflection process is influenced by one’s The self reflection process is influenced by one’s professional situation, experiences, and self-professional situation, experiences, and self-improvement goals. Linked to two or more of the improvement goals. Linked to two or more of the WI educator standards, self-reflection provides WI educator standards, self-reflection provides the foundation for ‘drafting’ a PDP. the foundation for ‘drafting’ a PDP.

Tools to help focus self-reflection are available Tools to help focus self-reflection are available on the TEPDL website and listed in the resource on the TEPDL website and listed in the resource section of this program. section of this program.


PART 4 – The PDP

Step 2 - PDP ComponentsStep 2 - PDP Components

Include:Include:

Description of educational situation - contextDescription of educational situation - context Description of the goal(s)Description of the goal(s) Rationale for each goal with links to self-Rationale for each goal with links to self-

reflection, educational situation and standardsreflection, educational situation and standards Objectives, activities and timelines, and Objectives, activities and timelines, and A plan that includes collaboration with others A plan that includes collaboration with others

to meet each goalto meet each goal


PART 4 – The PDP

Step 3 – Documentation and EvidenceStep 3 – Documentation and Evidence

Successful completion of the PDP may include Successful completion of the PDP may include the following types of assessments and documentation:the following types of assessments and documentation:

student performance student performance measuresmeasures

samples of pupil work samples of pupil work

curriculum adaptationscurriculum adaptations

evidence of in-district workevidence of in-district work

college, university or technical college, university or technical college course work college course work

journal entries documenting journal entries documenting samplessamples

action research projects and action research projects and resultsresults


PART 4 – The PDP

Step 3Step 3 -- Annual review of the PDPAnnual review of the PDP

The educator must document The educator must document annual reviews that provide:annual reviews that provide:

• a description of activitiesa description of activities

• reflectionsreflections

• and activity completion datesand activity completion dates

Step 3 – Annual ReviewStep 3 – Annual Review


PART 4 – The PDP

Step 4 -Step 4 - Successful Successful completion of the completion of the PDPPDP Shows evidence of Shows evidence of

professional growth and professional growth and student learningstudent learning

Provides a summary of Provides a summary of professional growthprofessional growth

Provides a summary of Provides a summary of the plan’s effect on the plan’s effect on student learningstudent learning


ConclusionConclusion

Improving the system for preparing and licensing educators began over 10 years ago with the involvement of Wisconsin citizens who identified needs and established goals. The contributions of hundreds of key Wisconsin representatives from:

professional education associations, colleges and universities, legislators, business and industry representatives, CESAs, and educators from both public and private P-12 schools

helped to shape the system of educator preparation and career long professional development that became the Quality Educator Initiative – PI 34.


PI 34 Resources for EducatorsPI 34 Resources for Educators

TEPDL Home Page http://dpi.wi.gov/tepdl/index.html

PI 34 Rules http://dpi.wi.gov/tepdl/pi34.html

PDP resources http://dpi.wi.gov/tepdl/pdp.html

PI 34 Implementation Issues http://dpi.wi.gov/tepdl/qualedinit.html

PDP Trainings http://dpi.wi.gov/tepdl/pdptrain.html

Educator standards http://dpi.wi.gov/tepdl/standards.html

Master Educator http://dpi.wi.gov/tepdl/wmeapsumm.html

National Board Teacher Certification http://dpi.wi.gov/tepdl/nb.html

DPI Home Page http://dpi.wi.gov/index.html

Documents

Wisconsin Administrative Code PI 34 1 Wisconsin Department of Public Instruction Restructuring Educator Preparation and Licensing The Quality Educator