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11/1/18 Excerpts from the document linked above.

Finally, Section 9135 (5p) of 2017 Wisconsin Act 59, nonstatutory provisions, requires the Department to promulgate rules to revise Chapter PI 34 of the Wisconsin Administrative Code, and to simplify the teacher licensure system by doing at least all of the following:

  1. Simplifying the grade levels that a licensee is authorized to teach under his or her license.
  2. Creating broad field subject licenses.
  3. Allowing school boards to increase the number of teachers in a school district by offering internships and residency opportunities.
  4. Creating a permit that authorizes an individual who is enrolled in a teacher preparatory program to teach in public schools as part of an internship, residency program, or other equivalent training program.
  5. Simplifying licensure reciprocity for individuals who hold a license in another state.
  6. Expanding pathways for individuals who hold a license issued by the department to obtain additional licenses to fill positions in geographic areas and subject areas that are in need of educational personnel.

 2017 Wisconsin Act 59 also prohibits the Department from promulgating the rules required in a manner that decreases the quality standards for obtaining a license to teach from the Department. In addition to building upon the changes set forth in Emergency Rules 1711 and 1802, this permanent rule is meant to address the changes in statute related to teacher licensure under 2017 Wisconsin Act 59 and fulfill the nonstatutory requirement that the Department promulgate rules related to teacher licensure in the manner described above.

Plain language analysis:

Changes to the administrative rule that governs educator licensing, PI 34, are the result of significant input from a diverse set of stakeholders throughout the state. The changes also implement new statutory language related to licensure as a result of the most recent biennial budget (2017 Wisconsin Act 59). The proposed rule changes are meant to make the licensing process more understandable and increase flexibility, while maintaining high-quality staff in Wisconsin schools.

Key aspects of the proposed rule are:

 Updates, clarifies and makes consistent the program approval process for both traditional and alternative route programs. The new rule creates a standard, streamlined approach to approving educator preparation programs, while ensuring these programs provide our educators with high quality, rigorous training. (Subchapters II-IV).

 Simplifies the licensing process. The new rule creates a tiered approach to educator licensing, which will allow educators to obtain a license fitting their unique training and experience. (Subchapter V). Under this approach:

o Tier I licenses are of limited duration and authorization, allowing school districts to meet short-term or specialized needs.

o Tier II licenses are provisional licenses which allow new educators, out-of-state license holders, and other highly qualified individuals to start the progression to a life license. o Tier III licenses are life licenses for long-term educators.

o Tier IV licenses are optional master educator life licenses for educators who meet additional rigorous requirements for quality and effectiveness.

 Consolidates subject areas. The new rule will provide districts more flexibility in staffing their schools by preparing educators to teach entire subject areas rather than just specialized subjects (e.g., science, social studies, music – Subchapter VI)

 Adds flexibility. The new rule allows highly-qualified license holders to add additional license areas, giving them access to new opportunities and helping school districts fill high demand assignments. (Subchapter IX)

 Creates clarity. The new rule uses standardized, simplified language and structure to make the rule clearer, more understandable, and shorter. As a result, the new rule is approximately two-thirds as long as the old rule. 

 SECTION 1. Chapter PI 34 is repealed and recreated to read:

Chapter 34 EDUCATOR LICENSES Subchapter I – Definitions PI 34.001 Definitions. In this chapter: (1) “Accredited” means that an institution of higher education meets accepted criteria of quality, as established by a regional institutional accrediting agency, a national institutional accrediting agency, or a programmatic accrediting organization recognized by the U.S. department of education, and the institution of higher education is listed in the U.S. department of education’s database of accredited postsecondary institutions and programs. (2) “Approved program” means an educator preparation program approved by the state superintendent under subch. III. (3) “Baccalaureate or bachelor’s degree” means a degree awarded by an accredited college or university to a person who has completed undergraduate studies. (4) “CESA” means a cooperative educational service agency. (5) “Clinical program” means supervised experiences in a school setting which provide practical experience for students, including pre-student teaching, student teaching, practicum, and internships. (6) “Department” means the department of public instruction. (7) “Educational interpreter” means an individual who interprets for pupils who are deaf or hard of hearing. (8) “Educator preparation program” means the sequence of courses included in a baccalaureate or bachelor’s degree program or post baccalaureate program for preparing professional school personnel for licensure. (9) “Full-time” means employment under contract with a school district as a teacher, administrator, pupil services professional, or related services professional for the duration of the school year. (10) “Institution” means one or more accredited, four-year, baccalaureate or bachelor’s degree granting institutions of higher education offering an educator preparation program. (11) “Institutional endorsement” means written verification from an accredited approved program that an individual has satisfactorily completed the program or its equivalent and is recommended for a specific license. (12) “License” means a license, permit, or certificate issued by the state superintendent under s. 115.28 (7), Stats., or ch. 118, Stats. (13) “License area” means the subject matter and grade, or the position a license authorizes an individual to teach or work in. (14) “License program content guidelines” means the knowledge and skill requirements for a particular license type. (15) “Master’s degree” means a degree awarded by an accredited graduate school or institution to a person who has completed at least one year of graduate study. (16) “Post-baccalaureate” means a sequence of graduate courses that lead to endorsement for licensure but not a graduate degree. (17) “Pupil” means a minor child or an individual enrolled in an elementary or secondary education program. (18) “School district” has the meaning given in s. 115.01 (3), Stats. (19) “State superintendent” means the state superintendent of public instruction or a designee. (20) “Student” means an individual enrolled in an educator preparation program. 

Subchapter II – Educator Standards PI 34.002 Teacher standards.

Except as otherwise provided in this chapter, to receive a license to teach under subch. VI, an applicant shall complete an approved program and demonstrate proficient performance in the knowledge, skills, and dispositions in all of the following:

  1. PUPIL DEVELOPMENT. The teacher understands how pupils grow and develop, recognizing that patterns of learning and development vary individually within and across the cognitive, linguistic, social, emotional, and physical areas. The teacher designs and implements developmentally appropriate and challenging learning experiences for pupils.
  2. LEARNING DIFFERENCES. The teacher uses his or her understanding of individual pupil differences and diverse cultures and communities to ensure inclusive learning environments that enable each pupil to meet high standards.
  3. LEARNING ENVIRONMENTS. The teacher works with others to create environments that support individual and collaborative learning, and that encourage positive social interaction, active engagement in learning, and selfmotivation.
  4. CONTENT KNOWLEDGE. The teacher understands the central concepts, tools of inquiry, and structures of each discipline he or she teaches. The teacher creates learning experiences that make the discipline accessible and meaningful for pupils to assure mastery of the content.
  5. APPLICATION OF CONTENT. The teacher understands how to connect concepts and use differing perspectives to engage pupils in critical thinking, creativity, and collaborative problem solving related to authentic local and global issues.
  6. ASSESSMENT. The teacher understands and uses multiple methods of assessment to engage pupils in their own growth, to monitor pupil progress, and to guide the teacher’s and pupil’s decision making.
  7. PLANNING FOR INSTRUCTION. The teacher plans instruction that supports every pupil in meeting rigorous learning goals by drawing upon knowledge of content areas, curriculum, cross-disciplinary skills, pedagogy, pupils, and pupils’ communities.
  8. INSTRUCTIONAL STRATEGIES. The teacher understands and uses a variety of instructional strategies to encourage pupils to develop a deep understanding of content areas and their connections, and to develop skills to apply knowledge in a meaningful way.
  9. PROFESSIONAL LEARNING AND ETHICAL PRACTICE. The teacher engages in ongoing professional learning. The teacher uses evidence to continuously evaluate the teacher’s practice, including the effects of the teacher’s choices and actions on pupils, their families, other educators, and the community. The teacher adapts the teacher’s practice to meet the needs of each pupil.
  10. LEADERSHIP AND COLLABORATION. The teacher seeks appropriate leadership roles and opportunity in order to take responsibility for pupil learning, to collaborate with pupils, their families, educators, and the community, and to advance the profession. 

PI 34.003 Administrator standards. Except as otherwise provided in this chapter, to receive a school administration license under subch. VIII, an applicant shall complete an approved program in school administration and demonstrate proficient performance in all of the following knowledge, skills, and dispositions under all of the following standards:

  1. MISSION, VISION, AND CORE VALUES. Effective educational leaders develop, advocate, and enact a shared mission, vision, and core values of high-quality education, academic success, and well-being of each pupil.
  2. ETHICS AND PROFESSIONAL NORMS. Effective educational leaders act ethically and according to professional norms to promote each pupil’s academic success and well-being.
  3. EQUITY AND CULTURAL RESPONSIVENESS. Effective educational leaders strive for equity of educational opportunity and culturally responsive practices to promote each pupil’s academic success and well-being.
  4. CURRICULUM, INSTRUCTION, AND ASSESSMENT. Effective educational leaders develop and support intellectually rigorous and coherent systems of curriculum, instruction, and assessment to promote each pupil’s academic success and well-being.
  5. CARE AND SUPPORT. Effective educational leaders cultivate an inclusive, caring, and supportive school community to promote each pupil’s academic success and well-being.
  6. PROFESSIONAL CAPACITY OF SCHOOL PERSONNEL. Effective educational leaders develop the professional capacity and practice of school personnel to promote each pupil’s academic success and well-being.
  7. PROFESSIONAL COMMUNITY. Effective educational leaders foster a professional community of teachers and other professional staff to promote each pupil’s academic success and well-being.
  8. MEANINGFUL ENGAGEMENT. Effective educational leaders engage families and the community in meaningful, reciprocal, and mutually beneficial ways to promote each pupil’s academic success and well-being.
  9. OPERATIONS AND MANAGEMENT. Effective educational leaders effectively manage school operations and resources to promote each pupil’s academic success and well-being.
  10. SCHOOL IMPROVEMENT. Effective educational leaders act as agents of continuous school improvement to promote each pupil’s academic success and well-being.
  11. TEACHER STANDARDS. Effective educational leaders understand and demonstrate competence in the teacher standards under s.

PI 34.002. PI 34.004 Pupil services standards. Except as otherwise provided in this chapter, to receive a license in a pupil services category under subch. VII, an applicant shall complete an approved program and demonstrate proficient performance in the knowledge, skills, and dispositions in all of the following:

  1. TEACHER STANDARDS. The pupil services professional understands the teacher standards under s. PI 34.002.
  2. PUPIL LEARNING AND WELL-BEING. The pupil services professional understands the complexities of learning and has knowledge of comprehensive, coordinated practice strategies that support pupil learning, health, safety and development.
  3. RESEARCH. The pupil services professional can use research, research methods, and knowledge about issues and trends to improve practice in schools and classrooms.
  4. PROFESSIONAL ETHICS. The pupil services professional understands and represents professional ethics and social behaviors appropriate for schools and the community.
  5. PUPIL SERVICE PROGRAMS. The pupil services professional understands the organization, development, management and content of collaborative and mutually supportive pupil services programs within educational settings.
  6. POSITIVE LEARNING OUTCOMES. The pupil services professional is able to address comprehensively the wide range of social, emotional, behavioral, and physical issues and circumstances which may impact pupils' abilities to achieve positive learning outcomes through development, implementation and evaluation of system-wide interventions and strategies.
  7. SUCCESSFUL INTERACTIONS. The pupil services professional is able to interact successfully with pupils, parents, professional educators, employers, and community support systems such as juvenile justice, public health, human services and adult education.