PI 34.001(12)
(12) “License” means a license, permit, or certificate issued by the state superintendent under s.
115.28 (7), Stats., or ch.
118, Stats.
PI 34.001(13)
(13) “License area” means the subject matter and grade, or the position a license authorizes an individual to teach or work in.
PI 34.001(14)
(14) “License program content guidelines” means the knowledge and skill requirements for a particular license type.
PI 34.001(15)
(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.
PI 34.001(16)
(16) “Post-baccalaureate” means a sequence of graduate courses that lead to endorsement for licensure but not a graduate degree.
PI 34.001(17)
(17) “Pupil” means a minor child or an individual enrolled in an elementary or secondary education program.
PI 34.001(19)
(19) “State superintendent” means the state superintendent of public instruction or a designee.
PI 34.001(20)
(20) “Student” means an individual enrolled in an educator preparation program.
PI 34.001 History
History: CR 17-093: cr. Register July 2018 No. 751, eff. 8-1-18; EmR1909: emerg. am. (8), (11), cr. (11m), eff. 1-14-19; CR 19-034: am. (8), (11), cr. (11m) Register February 2020 No. 770, eff. 3-1-20; CR 24-010: cr. (4m), (16m)
Register July 2024 No. 823, eff. 8-1-24.
PI 34.002
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:
PI 34.002(1)
(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.
PI 34.002(2)
(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.
PI 34.002(3)
(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 self-motivation.
PI 34.002(4)
(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.
PI 34.002(5)
(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.
PI 34.002(6)
(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.
PI 34.002(7)
(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.
PI 34.002(8)
(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.
PI 34.002(9)
(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.
PI 34.002(10)
(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 34.002 History
History: CR 17-093: cr. Register July 2018 No. 751, eff. 8-1-18. PI 34.003
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:
PI 34.003(1)
(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.
PI 34.003(2)
(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.
PI 34.003(3)
(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.
PI 34.003(4)
(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.
PI 34.003(5)
(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.
PI 34.003(6)
(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.
PI 34.003(7)
(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.
PI 34.003(8)
(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.
PI 34.003(9)
(9) Operations and management. Effective educational leaders effectively manage school operations and resources to promote each pupil's academic success and well-being.
PI 34.003(10)
(10) School improvement. Effective educational leaders act as agents of continuous school improvement to promote each pupil's academic success and well-being.
PI 34.003(11)
(11) Teacher standards. Effective educational leaders understand and demonstrate competence in the teacher standards under s.
PI 34.002.
PI 34.003 History
History: CR 17-093: cr. Register July 2018 No. 751, eff. 8-1-18. PI 34.004
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:
PI 34.004(1)
(1) Teacher standards. The pupil services professional understands the teacher standards under s.
PI 34.002.
PI 34.004(2)
(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.
PI 34.004(3)
(3) Research. The pupil services professional can use research, research methods, and knowledge about issues and trends to improve practice in schools and classrooms.
PI 34.004(4)
(4) Professional ethics. The pupil services professional understands and represents professional ethics and social behaviors appropriate for schools and the community.
PI 34.004(5)
(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.
PI 34.004(6)
(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.
PI 34.004(7)
(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.
PI 34.004 History
History: CR 17-093: cr. Register July 2018 No. 751, eff. 8-1-18. PI 34.005
PI 34.005
Applicability. This subchapter governs the state superintendent's review and approval of educator preparation programs under ss.
115.28 (7) and
118.19 (3), Stats., beginning on the effective date of this chapter.
PI 34.005 History
History: CR 17-093: cr. Register July 2018 No. 751, eff. 8-1-18. PI 34.006
PI 34.006
Definitions. In this subchapter:
PI 34.006(1)
(1) “Institution” means one or more accredited colleges or universities offering an educator preparation program.
PI 34.006(2)
(2) “Student” means an individual enrolled in an educator preparation program.
PI 34.006(3)
(3) “Entity” means one of the following or a consortium of the following:
PI 34.006 History
History: CR 17-093: cr. Register July 2018 No. 751, eff. 8-1-18. PI 34.007(1)(1)
Eligibility. An entity may apply under sub.
(2) for the state superintendent's approval of its educator preparation program if all of the following applies:
PI 34.007(1)(a)
(a) The entity's educator preparation program is headquartered and physically located in the state of Wisconsin.
PI 34.007(1)(b)
(b) If the entity does not have its principal campus in the state of Wisconsin, the entity is approved by department of safety and professional services under s.
440.52, Stats.
PI 34.007(2)
(2) Submission of evidence. An entity seeking the state superintendent's approval of its educator preparation program shall submit to the department written evidence of all of the following:
PI 34.007(2)(a)
(a) The entity's relevant policies and practices affecting the preparation of professional school personnel under ss.
PI 34.013 to
34.018.
PI 34.007(2)(c)
(c) The entity's assessment system used to evaluate candidate quality as measured against the standards under subch.
II and how the assessments are used to evaluate and improve the educator preparation program.
PI 34.007(2)(d)
(d) The entity's systematic, ongoing collaboration with employing schools and school districts.
PI 34.007(3)
(3) Initial approval. The state superintendent shall make a decision within 60 days of receiving an entity's submission of evidence under sub.
(2). The state superintendent shall grant initial approval if the educator preparation program meets all of the requirements under subchs.
III and
IV. If approved, the term of initial approval shall be for 5 years.
PI 34.007(4)
(4) Maintaining initial approval. If the state superintendent grants initial approval under sub.
(3), the state superintendent shall conduct an onsite annual review of the educator preparation program at the end of each of the first four years. Based on the onsite annual reviews, the state superintendent shall do one of the following if the educator preparation program does not meet all of the requirements under subchs.
III and
IV:
PI 34.007(5)(a)
(a)
When conducted. The state superintendent shall conduct an onsite comprehensive review of an educator preparation program if any of the follow occurs:
PI 34.007(5)(a)1.
1. The state superintendent determines during a review under sub.
(4) or
(6) that an educator preparation program is not in compliance with all of the requirements under subchs.
III and
IV.
PI 34.007(5)(a)2.
2. An educator preparation program reaches the end of the fifth year of initial approval.
PI 34.007(5)(b)
(b)
Scope of review. The comprehensive review shall determine whether the educator preparation program successfully prepares candidates for licensure and meets all of the requirements of this subchapter.
PI 34.007(5)(c)
(c)
Outcome. Based on the onsite comprehensive review, the state superintendent shall do one of the following:
PI 34.007(5)(c)1.
1. Allow the educator preparation program to maintain its current status if the educator preparation program meets all of the requirements of under subchs.
III and
IV.
PI 34.007(5)(c)2.
2. Grant full approval if the educator preparation program is being reviewed under par.
(a) 2. and the program meets all of the requirements under subchs.
III and
IV.
PI 34.007(5)(c)4.
4. Deny approval if the educator preparation program is being reviewed under s.
PI 34.008 and the program does not meet all of the requirements under subchs.
III and
IV.
PI 34.007(6)
(6) Maintaining approval. If an educator preparation program is approved under sub.
(5) (c), the state superintendent shall annually extend approval for one year if all of the following occur:
PI 34.007(6)(a)
(a) An onsite continuous review process visit demonstrates that the educator preparation program successfully prepares candidates for licensure.
PI 34.007(6)(b)
(b) The educator preparation program is in compliance with all of the requirements of this chapter.
PI 34.007(7)
(7) Professional standards council. The state superintendent may consider any comments or recommendations submitted by the professional standards council prior to making a decision under sub.
(3) or
(5) (c).
PI 34.007(8)
(8) Program changes. An entity shall seek the state superintendent's approval under sub.
(3) prior to implementing a new educator preparation program or making substantive changes in an approved program. Substantive changes include changes to any of the following:
