(3) Promotion, load, and professional development. PI 34.11(3)(a)(a)
The institution shall have workload policies which insure all faculty who teach in initial and advanced programs have the time and resources to accommodate teaching, advising, research and scholarship, administration, committee work, supervision, and other institutional and community service activities.
The institution shall provide the resources, time and opportunities for all faculty to engage in professional development to enhance intellectual and professional vitality.
The SCD shall have sufficient numbers of full time faculty to teach in initial and advanced programs to insure consistent quality and delivery of programs.
PI 34.11 History
Cr. Register, April, 2000, No. 532
, eff. 5-1-00; CR 10-083
: am. (2) (c) Register November 2010 No. 659
, eff. 12-1-10.
Facilities, technology, instructional resources and support. PI 34.12(1)(a)(a)
The institution shall provide adequate classroom, laboratory, office and workspace which have current technology, equipment and supplies needed to fulfill the mission of the institution.
The institution shall provide a library that serves as the primary resource center and adequately supports instruction, research, and services pertinent to the needs of professional education programs. Resources related to professional education shall be organized and indexed so faculty and students can easily identify, find and use them. The library shall provide up-to-date catalogs, indexes, directories and electronic information access tools.
The institution shall maintain an instructional materials center that is accessible on a schedule approximating that of the main library which shall house instructional materials used in elementary, middle and high schools including sample textbooks, curriculum guides, tests, library books, periodicals, computer software and other teaching materials. These materials shall include print and non-print materials and teaching aids, and materials for the evaluation and assessment of learning, and the institution shall provide instruction in the construction and use of the materials.
The institution shall provide sufficient qualified library and technical staff who have substantial knowledge of materials used in schools and school library media centers to support the library, the instructional materials collection, media and computer support services, and other instructional technology necessary to support the goals of the professional education programs.
The institution shall ensure that students have access to and can use current educational technology in instructional settings. This shall include equipment such as computers, projectors, recorders and other specialized equipment used for teaching.
(3) Review and purging.
All resources shall be identifiable, relevant, accessible, and systematically reviewed by professional staff to make acquisition and purging decisions.
PI 34.12 History
Cr. Register, April, 2000, No. 532
, eff. 5-1-00.
Advising resources and materials.
The institution shall insure all students have access to and are provided information and resources on student services including personal, professional and career counseling, career information, tutoring, academic, and job placement assistance.
(2) Student support services.
The SCD shall insure all students, upon entry into and throughout the professional education program, will be provided with an advisor and written information describing the professional education program leading to licensure.
The institution shall maintain a cumulative record on each of its students enrolled in an approved program for license, and that record shall contain a transcript and written evaluations of field experiences completed during the clinical program.
Each student shall have a portfolio of evidence that the standards in subch. II
have been met. Institutions do not need to maintain a file copy of the portfolio.
The institution, in collaboration with the department, shall systematically evaluate and report to the public graduate performance in obtaining employment in Wisconsin schools or school districts as well as graduate performance in advancing from the initial to professional educator license and master educator license after the first 5 years of employment.
PI 34.13 History
Cr. Register, April, 2000, No. 532
, eff. 5-1-00.
Student recruitment, admission and retention. PI 34.14(1)(1)
Diversity of students.
The SCD shall create and implement an explicit plan with adequate resources to recruit, admit and retain a diverse student body as follows:
The SCD shall establish standards for admission to initial programs that include all of the following:
Student competency in communication skills, which includes computers and emerging technology, as determined through passing scores on standardized tests approved by the state superintendent, or through assessments designed and adopted by the SCD prior to admission to the programs.
Other student program entry requirements such as letters of recommendation, specific courses completed within the program, prior experience with children, personal interviews, or background checks.
A student cumulative grade point average of not less than 2.5 on a 4.0 scale on at least 40 semester credits of collegiate level course work for admission to initial programs, or a 2.75 on a scale of 4.0 in a bachelor's degree program for admission to advanced programs. Evidence other than grade point average may be approved by the state superintendent for use by colleges where alternative measures of performance are in place.
Exceptions under par. (a)
relating to the established passing scores on standardized tests or SCD designed or approved assessments, or the minimum cumulative grade point average may be granted to no more than 10% of the total number of students admitted to the initial or advanced programs for each admission period.
The SCD shall establish standards for program completion at both the initial and advanced levels that include:
A minimum cumulative grade point average of 2.75 on a 4.0 scale for initial programs or a minimum cumulative grade point average of 3.0 on a 4.0 scale for advanced programs. Evidence other than grade point average may be approved by the state superintendent for use by colleges where alternative measures of performance are in place.
Exceptions to the minimum grade point average may be granted to no more than 10% of the total number of students completing professional education programs leading to licensure in each graduation period.
The SCD shall ensure all students completing programs at both the initial and advanced level demonstrate the knowledge, dispositions, and performances that substantiate competence in the standards in subch. II
at required exit level proficiency through multiple measures over time designed or adopted by the SCD culminating in assessment during student teaching, internships or practicums.
The SCD shall ensure students in both initial and advanced programs are provided adequate educational program resources, advising, and information to successfully complete their program.
PI 34.14 History
Cr. Register, April, 2000, No. 532
, eff. 5-1-00.
Each SCD shall have a written conceptual framework included as part of the requirements under s. PI 34.06 (1)
. The conceptual framework shall be well defined, articulated, and defensible and shall include all of the following:
A performance-based professional education program representing the standards under subch. II
. The standards shall be adopted to meet the requirements under par. (a)
, and the requirement under par. (c)
Adopt the standards as written or modify the language to reflect the mission, vision, and philosophy of its own program. Additional standards that enhance or support the mission of the SCD and institution may be developed.
Identify where the standards in subch. II
are integrated within the program if the SCD chooses to develop its own program approval standards.
Identify the performance tasks within the professional education program, which support each of the standards. The performance tasks shall meet all of the following requirements:
The performance tasks shall be specific and grounded in research based on best practices in education.
The performance tasks shall include the content of the standard.
The performance tasks shall demonstrate mastery of the standard.
Assessments of knowledge, skills and dispositions within a professional education program. Assessments shall meet all of the following requirements:
Assessments shall be measured using the following 5 categories:
Content knowledge for subject area programs that meet all of the following requirements:
Content knowledge shall be determined by passing scores on standardized tests approved by the state superintendent which shall include the state's model academic standards.
Content knowledge assessment shall be developed according to standards adopted by the state superintendent from recommendations by the professional standards council as required under s. 115.425
, Stats., or standards adopted by the SCD using national standards, guidelines from learned societies or national organizations, or other recognized groups or organizations.
Assessments shall be developmental, multiple and measurable over time.
Assessments shall be grounded in research based on best practices in education.
Assessments shall identify levels of proficiency or other benchmarks that demonstrate student success.
A research base for the development of performance tasks and assessments.
Provisions that meet the following requirements, including those that meet statutory requirements identified under s. 118.19
, Stats., which enable all students completing teacher preparation programs to demonstrate knowledge and understanding of the following:
Cooperative marketing and consumer cooperatives for licenses in economics, social studies or agriculture.
Environmental education including the conservation of natural resources for licenses in agriculture, early childhood, middle childhood to early adolescent, science and social studies.
Minority group relations for all licenses including all of the following:
The history, culture, and tribal sovereignty of American Indian tribes and bands located in Wisconsin.
The history, culture and contributions of women and various racial, cultural, language and economic groups in the United States.
The philosophical and psychological bases of attitude development and change.
The psychological and social implications of discrimination, especially racism and sexism in the American society.
Evaluating and assessing the forces of discrimination, especially racism and sexism on faculty, students, curriculum, instruction, and assessment in the school program.
Minority group relations through direct involvement with various racial, cultural, language and economic groups in the United States.
Conflict resolution for all licenses including all of the following:
Resolving conflicts between pupils and between pupils and school staff.
Assisting pupils in learning methods of resolving conflicts between pupils and between pupils and school staff, including training in the use of peer mediation to resolve conflicts between pupils.
Dealing with crises, including violent, disruptive, potentially violent or potentially disruptive situations that may arise in school or activities supervised by school staff as a result of conflicts between pupils or between pupils and other persons.
The role and responsibility of a teacher through student teaching with an assigned cooperating teacher or in a team structure for full days for a full semester following the daily schedule and semester calendar of the cooperating school, or the equivalent as determined by the state superintendent. This provision applies only to classroom teacher licenses.
Teaching reading and language arts using appropriate instructional methods including phonics for licenses to teach reading and language arts to pupils in grades PK to 6. In this paragraph "phonics" means a method of teaching beginners to read and pronounce words by learning the phonetic value of letters, letter groups and syllables.
Procedures used for assessing and providing education for children with disabilities, including the roles and responsibilities of regular and special education providers.
Modifying the regular education curriculum when instructing pupils with disabilities.
A clinical program including practicums for pupil services and administrative programs and for prestudent teaching, student teaching, and other supervised clinical experiences in prekindergarten through grade 12 school settings as follows:
The program shall require onsite supervised prestudent teaching clinical experiences which are developmental in scope and sequence and occur in a variety of school settings.
The prestudent teaching experiences shall result in students demonstrating knowledge and understanding of the standards in s. PI 34.02
through assessments identified in sub. (2) (a) 1.
Successful performance shall be measured using both of the following:
At least 2 written evaluations of each student based upon observations by the cooperating teacher or by the SCD supervisor.
The program shall require student teaching experiences that are developmental in scope and sequence, occur in school settings and meet the statutory requirements identified in s. 118.19 (3) (a)
, Stats. Student teaching experiences shall provide candidates opportunities to interact with and adapt instruction for children with disabilities or other exceptionalities. Beyond the primary student teaching assignment, duration and length of student teaching to gain the necessary clinical experience for additional licenses shall be determined by the SCD as part of the approved program.
As a result of the student teaching experience, students shall demonstrate increased knowledge and understanding of the standards in s. PI 34.02
through the assessments identified in sub. (2) (a) 1.
Successful performance shall be measured using all of the following:
A minimum of 4 classroom supervisory visits of at least one hour in length made to each student teacher by the SCD supervisor. Supervisors with teaching experience and expertise in the specialty subject matter area and at the grade level of pupils being taught by the student teacher shall participate in the classroom supervision.