"Performances" means evidence that an individual can demonstrate techniques that improve pupil learning.
"Portfolio" means a collection of documentary evidence to demonstrate proficiency that may include but is not limited to whole group and individual pupil performance as measured by state, local, formal and informal assessments; lesson plans; supervisor and mentor comments of classroom performance; journals documenting samples of pupil errors and analysis of teacher interpretations of errors; ongoing documentation of classroom management techniques and results; and curriculum adaptations for children with disabilities or other exceptionalities with related outcome measures.
"Practicum" means supervised experience in a school, clinic or other setting which provides practical application of theory and experience for the student in an approved program.
"Principal" means the individual who serves as the administrator of a school.
"Professional development plan" means a list of activities, timelines for achievement, and a plan for assessment that indicates professional growth that has as a goal the improvement of student learning.
"Professional education program" means the sequence of courses included in the baccalaureate degree or advanced program for preparing professional school personnel for licensure in the state of Wisconsin.
"Professional educator" means an individual who demonstrates through performance the knowledge, skills, and dispositions to improve pupil learning and qualifies under this chapter to hold a professional educator license, including those persons who have successfully completed the initial educator stage of licensing.
"Professional standards council" means the council created under s. 15.377
, Stats., with the duties described under s. 115.425
"Pupil" means any person age birth through 21 who is enrolled in a prekindergarten through grade 12 school or a school program.
"Qualified" means the person holds an appropriate license.
"Regularly employed" means employment as a professional school employee, at fixed or uniform intervals, for the equivalent of at least one contact hour per day for at least one semester.
"Research base" means the theoretical bases upon which a program of study in professional education is organized including the formal structure of inquiry used for the purpose of making program improvements.
"SCD" means a school, college, department or division within a private or public college or university engaged in the preparation of professional school personnel in Wisconsin.
"SCD department liaison" means a member of the department's professional staff from the teacher education or licensing team who is assigned as first contact to the institution and who carries out the annual visits to the institution.
"School business administrator" means the person who generally reports to the local district administrator and who has primary budget and fiscal responsibility in the school district.
"School nurse" means a person who is a registered nurse licensed under s. 441.06
, Stats., or in a party state, as defined in s. 441.50 (2) (j)
, Stats., and has a bachelor's or master's degree from a nursing program that is approved by the board of nursing or accredited by the Commission on Collegiate Nursing Education and that includes preparation in public health nursing or community health nursing. An individual shall be considered a school nurse if he or she was employed by, or under contract with, a school board, a board of control of a cooperative educational service agency, a county children with disabilities education board, or an operator of a charter school established under s. 118.40 (2r)
, Stats., as a school nurse on January 1, 2011.
"Short term substitute" means a substitute teacher employed for no more than 20 consecutive days in the same teaching assignment.
"State superintendent" means the superintendent of public instruction for the state of Wisconsin.
"Student" means a person enrolled in a professional education program leading to licensure.
"Student teaching" means classroom practice through observation, participation, and actual teaching practice under the direction of a college or university supervisor of student teachers and a cooperating teacher as a part of the professional education program offered by an institution.
"Substitute teacher" means a licensed teacher who occupies temporarily the position of an absent classroom teacher.
"Teacher" has the meaning defined under s. 40.02 (55)
, Stats. For the purposes of licensing under this chapter, "teacher" also means a person who demonstrates the knowledge, skills, and dispositions outlined in s. PI 34.02
to improve pupil learning through the exercise of any educational function, including instructing pupils or administering, directing, or supervising any educational activity.
"Teaching" means improving pupil learning by planning instruction, diagnosing learning needs, prescribing content delivery through classroom activities, assessing student learning, reporting outcomes to administrators and parents and evaluating the effects of instruction.
"Teaching experience" means experience in which the licensed teacher is actually instructing pupils in a classroom setting on a continuous basis.
"Upper level high school course" means a course in the junior or senior year that is part of the college preparatory sequence, an advanced placement course or an elective course with more depth of content than the basic courses in the basic sequence for graduation.
"Wisconsin standards for teacher development and licensure" means the standards for licenses contained in subch. II
PI 34.01 History
Cr. Register, April, 2000, No. 532
, eff. 5-1-00; correction in (62) made under s. 13.93 (2m) (b) 7., Stats., Register June 2004 No. 582
; CR 10-083
: am. (1), (15), (16), (23), r. (12), (27), (28), cr. (16m), renum. (62) to be (35m) and am. Register November 2010 No. 659
, eff. 12-1-10; CR 10-058
: cr. (52m) Register December 2010 No. 660
, eff. 1-1-11; correction in (37) made under s. 35.17, Stats., Register August 2014 No. 704
; EmR1602: emerg. am. (1) eff. 1-1-16; CR 16-003: am. (1) Register July 2016 No. 727, eff. 8-1-16; CR 16-025: cr. (18m), (27), (53m) Register July 2016 No. 727, eff. 8-1-16.
Except as otherwise provided in this chapter, to receive a license to teach in Wisconsin, an applicant shall complete an approved program and demonstrate proficient performance in the knowledge, skills, and dispositions under all of the following standards:
The teacher understands the central concepts, tools of inquiry, and structures of the disciplines he or she teaches and can create learning experiences that make these aspects of subject matter meaningful for pupils.
The teacher understands how children with broad ranges of ability learn and provides instruction that supports their intellectual, social, and personal development.
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.
The teacher understands and uses a variety of instructional strategies, including the use of technology to encourage children's development of critical thinking, problem solving, and performance skills.
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.
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.
The teacher organizes and plans systematic instruction based upon knowledge of subject matter, pupils, the community, and curriculum goals.
The teacher understands and uses formal and informal assessment strategies to evaluate and ensure the continuous intellectual, social, and physical development of the pupil.
The teacher is a reflective practitioner who continually evaluates the effect 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.
The teacher fosters relationships with school colleagues, parents, and agencies in the larger community to support pupil learning and well being and who acts with integrity, fairness and in an ethical manner.
PI 34.02 History
Cr. Register, April, 2000, No. 532
, eff. 5-1-00; EmR1601: emerg. am. (intro.) eff. 1-5-16; CR 16-002: am. (intro.) Register July 2016 No. 727, eff. 8-1-16.
Except as otherwise provided in this chapter, to receive a license in a school administrator category under s. PI 34.32
, an applicant shall complete an approved program in school administration and demonstrate proficient performance in the knowledge, skills, and dispositions under all of the following standards:
The administrator has an understanding of and demonstrates competence in the teacher standards under s. PI 34.02
The administrator leads by facilitating the development, articulation, implementation, and stewardship of a vision of learning that is shared by the school community.
The administrator manages by advocating, nurturing and sustaining a school culture and instructional program conducive to pupil learning and staff professional growth.
The administrator ensures management of the organization, operations, finances, and resources for a safe, efficient, and effective learning environment.
The administrator models collaborating with families and community members, responding to diverse community interests and needs, and mobilizing community resources.
The administrator acts with integrity, fairness, and in an ethical manner.
The administrator understands, responds to, and interacts with the larger political, social, economic, legal, and cultural context that affects schooling.
PI 34.03 History
Cr. Register, April, 2000, No. 532
, eff. 5-1-00; EmR1601: emerg. am. (intro.) eff. 1-5-16; Cr 16-002: am. (intro.) Register July 2016 No. 727, eff. 8-1-16.
Pupil services standards.
To receive a license in a pupil services category under s. PI 34.31
, an applicant shall complete an approved program and demonstrate proficient performance in the knowledge, skills and dispositions under all of the following standards:
The pupil services professional understands the teacher standards under s. PI 34.02
The pupil services professional understands the complexities of learning and knowledge of comprehensive, coordinated practice strategies that support pupil learning, health, safety and development.
The pupil services professional has
the ability to use research, research methods and knowledge about issues and trends to improve practice in schools and classrooms.
The pupil services professional understands and represents professional ethics and social behaviors appropriate for school and community.
The pupil services professional understands the organization, development, management and content of collaborative and mutually supportive pupil services programs within educational settings.
The pupil services professional is able to address comprehensively the wide range of social, emotional, behavioral and physical issues and circumstances which may limit pupils' abilities to achieve positive learning outcomes through development, implementation and evaluation of system-wide interventions and strategies.
The pupil services professional interacts successfully with pupils, parents, professional educators, employers, and community support systems such as juvenile justice, public health, human services and adult education.
PI 34.04 History
Cr. Register, April, 2000, No. 532
, eff. 5-1-00.
Effective July 1, 2000, the state superintendent shall follow the requirements of this chapter in all reviews of professional education programs leading to licensure.
The statutory authority for the adoption of the program approval plan for the licensing of professional school personnel is provided in ss. 115.28 (7)
and 118.19 (3)
, Stats. The state superintendent shall complete a site review at each institution preparing professional school personnel for Wisconsin licenses at least once every 5 years.
Wisconsin institutions applying for program approval shall first be accredited.
The state superintendent does not approve programs outside the state of Wisconsin. The state superintendent may accept the institutional endorsement from any out-of-state institution that is accredited and the approved program meets requirements comparable to those provided under this chapter.
All out-of-state institutions offering programs operating in Wisconsin shall be approved by the educational approval board under s. 38.50
, Stats. Once approved by the board, the programs under this subsection shall be reviewed by the department to determine if the program may be approved under this chapter.
PI 34.05 History
Cr. Register, April, 2000, No. 532
, eff. 5-1-00; correction in (5) made under s. 13.93 (2m) (b) 7., Stats., Register October 2001 No. 550
; CR 10-083
: am. (4) Register November 2010 No. 659
, eff. 12-1-10; correction in (5) made under s. 13.92 (2m) (b) 7., Stats., Register November 2010 No. 659
; EmR1602: emerg. am. (3), (4) eff. 1-1-16; CR 16-003: am. (3), (4) Register July 2016 No. 727, eff. 8-1-16.
All institutions which offer professional education programs leading to licensure in Wisconsin shall submit to the state superintendent for approval, written evidence that their programs comply with the requirements of this chapter which ensures that students who will graduate from an institution after August 31, 2004 shall be able to complete the requirements of this chapter. This written evidence shall include all of the following:
The institution's relevant policies and practices affecting the preparation of professional school personnel.
The institution's conceptual framework under s. PI 34.15
for the preparation of professional educators including the research base for program design and improvement.
The institution's evaluation of its performance and outcomes within the context of its mission and goals as they relate to the standards in s. PI 34.15 (1)
The institution's assessment system used to evaluate candidate quality as measured against the standards in subch. II
and how the assessments are used to evaluate and improve programs.
The institution's report required under 20 USC 1027
, section 207
, including the pass rate of the institution's graduates on the teacher certification or licensure assessments required by the state.
The institution's evidence of systematic, ongoing collaboration with employing schools and school districts.
All written evidence to meet the requirements under par. (a)
shall be directed from the dean, director or chair of education to the director of teacher education and licensing at the department.
Initial approval under this section may be made after all of the following occur:
An on-site review by a department team to determine adequate documentation and compliance with the requirements under sub. (1)
Review and comment of the professional standards council, if provided.
Continuing program approval decisions shall be based on a continuous review process. Every institution shall be visited each year by the SCD department liaison or other department professional staff. The program evaluation and approval shall be based on the performance of candidates for license measured against the standards in subch. II
as described in s. PI 34.15 (1)
. Initial program approval shall be for a period not less than 5 years, and shall be reviewed annually by a department liaison as part of a continuous review process.
If, during the years of continual approval, an institution initiates a complete redesign of the professional preparation program, the state superintendent shall review and may approve the redesigned program following the procedure set forth in sub. (2)
Institutions shall submit new programs and substantive changes in previously approved programs to the state superintendent for approval prior to implementing the new program or change.
After reviewing the teacher education programs, the state superintendent shall grant approval in writing within 60 days after completing the on-site review under sub. (2) (a)
or deny approval to each program as follows:
Denial of any program shall commence with a notice by the department that nonapproval is being considered for one or more professional programs leading to licensure. This notice shall be in writing indicating all areas of non-compliance and shall be sent by certified mail to the institution's chief administrator.
The notice under subd. 1.
shall be followed by a formal campus visit by the state superintendent or, at his or her request, representatives of the professional standards council if the situation that created the need for a notice is not remedied within 60 days of the official notice. The chief administrator of the institution shall be given at least 30 days notice prior to the official visit by representatives of the professional standards council.
The professional standards council acting in formal session may make a recommendation to the state superintendent for his or her consideration regarding approval or non-approval under this subsection.