PROPOSED ORDER OF THE
STATE SUPERINTENDENT OF PUBLIC INSTRUCTION
AMENDING PERMANENT RULES
The scope statement for this rule, SS 127-20, was published in Register No. 777B, on September 28, 2020, and approved by State Superintendent Carolyn Stanford Taylor on October 14, 2020. ANALYSIS BY THE DEPARTMENT OF PUBLIC INSTRUCTION
Explanation of agency authority:
115.28 General duties. The state superintendent shall:
(7) Licensing of teachers.
(a) License all teachers for the public schools of the state; make rules establishing standards of attainment and procedures for the examination and licensing of teachers within the limits prescribed in ss. 118.19 (2) and (3), 118.191, 118.192, 118.193, 118.194, and 118.195; prescribe by rule standards, requirements, and procedures for the approval of teacher preparatory programs leading to licensure, including a requirement that, beginning on July 1, 2012, and annually thereafter, each teacher preparatory program located in this state shall submit to the department a list of individuals who have completed the program and who have been recommended by the program for licensure under this subsection, together with each individual's date of program completion, from each term or semester of the program's most recently completed academic year; file in the state superintendent's office all papers relating to state teachers' licenses; and register each such license. Related statute or rule:
Emergency Rule 2043, relating to licensing flexibilities during a pandemic declaration, which was in effect December 2, 2020, through August 28, 2021.
Plain language analysis:
The proposed rule amends ch. PI 34 to provide educator preparation programs the latitude to address student teaching requirements in the clinical programs they offer. The proposed rule provides that a teaching candidate’s pre-student teaching requirements may be completed in a variety of settings related to effective instruction, safe and supported students, family and community engagement, or building meaningful relationships with students in prekindergarten through grade 12. The proposed rule also provides that a teaching candidate’s student teaching may also occur in alignment with the cooperating school’s current plan for teaching and learning, which may include face-to-face, virtual, hybrid, synchronous, or asynchronous settings, and shall be for full school days for a full semester of the cooperating school or its equivalent as approved by the state superintendent. Finally, the proposed rule creates flexibility by allowing cooperating teachers, who would otherwise not meet current rule experience requirements, to be assigned if they have been recommended by their principal and deemed acceptable by the approved program. Summary of, and comparison with, existing or proposed federal regulations:
Because education in the United States is governed by each state and local government, federal regulations are generally silent with respect to teacher licensure. As a result, the requirements for teacher licensure vary by state.
Summary of any public comments and feedback on the statement of scope for the proposed rule that the agency received at a preliminary public hearing and comment period held and a description of how and to what extent the agency took those comments into account and drafting the proposed rule:
The department held a preliminary public hearing and comment period on October 9, 2020 and received comments on the statement of scope for the proposed rule. A brief summary of comments and the department’s response to those comments are as follows:
One participant supported adjustments in PI 34 to allow for more flexibility for substitutes and student teaching in schools in the emergency rule.
Agency Response: The department agrees and has included these changes in the related emergency rule. These emergency provisions will not, however, be included in the proposed permanent rule.
One participant supported flexibility to allow for virtual observations of student teachers so more students could complete student teaching requirements.
Agency Response: The department agrees and will include these changes in the proposed rule.
One participant supported allowing teacher preparation programs the flexibility to place clinical students in classrooms with teachers who may or may not hold current state teaching licenses in the respective field.
Agency Response: The proposed rule amends s. PI 34.023 (4) (c) to provide that if no cooperating teacher or school-based supervisor who meets the experience requirements under current rule is available, the clinical program may place clinical students with a cooperating teacher or school-based supervisor with at least one year of experience who is recommended by the cooperating school’s principal, and is deemed acceptable by the approved program. One participant supported flexibility with regard to the requirement that an applicant for licensure receive passing scores on the edTPA as an assessment of pedagogical knowledge.
Agency Response: The proposed change is outside the scope of the proposed rule. However, the proposed change was included as a part of a previous package to provide flexibility in this area under Clearinghouse Rule 20-001 and was effective on July 1, 2020. The rule change creates options for educator preparation programs to assess pedagogical knowledge not limited to an educator performance assessment. Comparison with rules in adjacent states:
Illinois: The Illinois State Board of Education administers licensure for applicants seeking to obtain educator licensure in Illinois. Pursuant to 105 ILCS 5/21B-20 (1), to obtain professional educator licensure in Illinois, applicants must complete a state-approved teacher preparation program at an accredited college or university that fulfills the Illinois standards for teacher education. Student teaching and pre-student teaching field experiences are required as part of the teacher preparation program.
Iowa: The Iowa Board of Educational Examiners administers licensure for applicants seeking to obtain educator licensure in Iowa. Pursuant to IAC Ch. 282—13.5 (272), in order to obtain an initial teaching license via the traditional pathway, the applicant must have a bachelor’s degree earned from a regionally-accredited institution and an approved teacher preparation program with a human relations component must be completed. Among other requirements, the teacher preparation program must include a full student teaching placement in the subject area and grade level endorsement desired. Michigan: The Michigan Department of Education administers licensure for applicants seeking to obtain educator licensure in Michigan. Pursuant to MCL Section 380.1531b, candidates must complete an approved educator preparation program which includes a student teaching experience. Before an individual may engage in student teaching in a school in Michigan, the individual or the college or university in which the individual is or was enrolled for teacher preparation shall demonstrate to the satisfaction of the school or school district that the teacher preparation program requires of individuals who student teach at least all of the following: 1) high academic achievement; 2) demonstration of successful group work with children as a condition for admission to the teacher preparation curriculum; 3) knowledge of research-based teaching; and 4) working knowledge of modern technology and use of computers.
