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Restructuring Teacher Education and Licensing in Wisconsin - NEW RULES Wisconsin Department of Public Instruction.

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Presentation on theme: "Restructuring Teacher Education and Licensing in Wisconsin - NEW RULES Wisconsin Department of Public Instruction."— Presentation transcript:

1 Restructuring Teacher Education and Licensing in Wisconsin - NEW RULES Wisconsin Department of Public Instruction

2 EFFECTIVE DATES Wisconsin Administrative Code n Old PI 4 (teacher education program approval) replaced by PI 34 effective July 1, n PI 3 (teacher licensing) is current. Will be replaced by PI 34 effective July 1, n 1st applies to students completing initial licensure programs after 8/31/04

3 Wisconsin Standards For Teacher Development and Licensure PI 34

4 What Are the 10 Basic Standards? nThe foundation for the development and assessment of a performance based quality teacher education program. nThe basis for quality professional development for practicing educators.

5 Wisconsin Standards for Teacher Development and Licensure The teacher understands the central concepts, tools of inquiry, and structures of the discipline(s) he or she teaches and can create learning experiences that make these aspects of subject matter meaningful for pupils. The teacher understands the central concepts, tools of inquiry, and structures of the discipline(s) he or she teaches and can create learning experiences that make these aspects of subject matter meaningful for pupils. Standard # 1

6 Wisconsin Standards for Teacher Development and Licensure 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 children with broad ranges of ability learn and provides instruction that supports their intellectual, social, and personal development. Standard # 2

7 Wisconsin Standards for Teacher Development and Licensure 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 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. Standard # 3

8 Wisconsin Standards for Teacher Development and Licensure The teacher understands and uses a variety of instructional strategies, including technology to encourage children’s development of critical thinking, problem-solving, and performance skills. The teacher understands and uses a variety of instructional strategies, including technology to encourage children’s development of critical thinking, problem-solving, and performance skills. Standard # 4

9 Wisconsin Standards for Teacher Development and Licensure 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 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. Standard # 5

10 Wisconsin Standards for Teacher Development and Licensure 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 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. Standard # 6

11 Wisconsin Standards for Teacher Development and Licensure The teacher organizes and plans systematic instruction based upon knowledge of subject matter, pupils, the community, and curriculum goals. The teacher organizes and plans systematic instruction based upon knowledge of subject matter, pupils, the community, and curriculum goals. Standard # 7

12 Wisconsin Standards for Teacher Development and Licensure The teacher understands and uses formal and informal assessment strategies to evaluate and ensure the continuous intellectual, social, and physical development of the learner. The teacher understands and uses formal and informal assessment strategies to evaluate and ensure the continuous intellectual, social, and physical development of the learner. Standard # 8

13 Wisconsin Standards for Teacher Development and Licensure The teacher is a reflective practitioner who continually evaluates the effects 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 is a reflective practitioner who continually evaluates the effects 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. Standard # 9

14 Wisconsin Standards for Teacher Development and Licensure The teacher fosters relationships with school colleagues, parents, and agencies in the larger community to support pupils’ learning and well being and acts with integrity, fairness and in an ethical manner. The teacher fosters relationships with school colleagues, parents, and agencies in the larger community to support pupils’ learning and well being and acts with integrity, fairness and in an ethical manner. Standard # 10

15 Wisconsin Standards for Teacher Development and Licensure All standards are comprised of three components *Knowledge (Content) *Teacher Dispositions (attitudes) *Teacher Performances

16 Standard # 2 Example - Knowledge Standard: The teacher understands how children with broad ranges of ability learn and provides instruction that supports their intellectual, social and personal developments. Knowledge: The teacher understands how learning occurs - how students construct knowledge, acquire skills, and develop habits of mind - and knows how to use instructional strategies that promote student learning for a wide range of student abilities.

17 Standard # 2 Example - Disposition Standard: The teacher understands how children with broad ranges of ability learn and provides instruction that supports their intellectual, social and personal developments. Dispositions: The teacher demonstrates expectations for children of all abilities to learn by providing differing yet challenging lessons based on individual student variation within each area of development, and structuring experiences that allow all students to display their unique talents.

18 Standard # 2 Example - Performances Standard: The teacher understands how children with broad ranges of ability learn and provides instruction that supports their intellectual, social and personal developments. Performances: The teacher assesses individual and group performance in order to design instruction that meets learners’ current needs in each domain (cognitive, social, emotional, moral, and physical) and that leads to the next level of development.

19 Wisconsin Standards For Teacher Development and Licensure

20 Teacher Education’s Immediate Restructuring Tasks Develop a conceptual framework of the performance based professional ed. program representing the 10 standards which includes the following: ¶the mission, vision and philosophy of program ·identifying where the 10 standards are integrated within the program ¸identifying the performance tasks of the 10 standards

21 Conceptual Framework, Cont. ¹Assessment of the knowledge, skills & dispositions in: scommunication skills shuman relations & professional dispositions scontent knowledge for subject area (determined by passing scores on standardized tests approved by DPI) spedagogical knowledge steaching practice nstudent teaching/internship ninitial license

22 Conceptual Framework, Cont. ºProviding that candidates demonstrate knowledge of scooperative marketing and consumer coops. for licenses in economics, social studies or ag.; sEnvironmental ed for licenses in ag, early childhood, middle childhood to early adolescent, science & social studies; sminority group relations; sconflict resolution; srole & resp. of student teacher; steaching reading & lang. arts & phonics for PK - 6 licenses; sprocedures for assessing, teaching, & modifying curriculum for children with disabilities.

23 Conceptual Framework, Cont. » Supervised prestudent teaching evaluated by at least 2 written evals., based on observations, & a student portfolio ¼ Student teaching full days, full semester sminimum of 4 classroom supervisory visits of 1 hr. by School/college/department (SCD) supervisor sminimum of 4 written evals by cooperating teacher or SCD supervisor sreview of student portfolio

24 Conceptual Framework, Cont. ½ General ed. program demonstrating student knowledge of the following (initial licenses) swritten & oral communication smathematics sfine arts ssocial studies sbiological & physical sciences shumanities & literature sWestern & non-western history or contemporary culture sWI Model Academic Standards

25 Conceptual Framework, Cont. ¾ Plan & implementation of program completers’ follow up studies of initial and advanced programs including sways to gain info for program feedback from grads, employers, teachers sdocumentation on what info was collected, how being used and program changes as a result sdocumentation of how plan contributed to initial educator success and assisted graduates.

26 Higher Ed’s Assessments of Their Programs & Students Must Be... 4 Administered on a timely and frequent basis 4 Developed in the context of schools and communities 4 Characterized by multiple methods and modes 4 Collected from progressively more complex performances 4 Validated through research and practice

27 IHE’s Program Approval n DPI will conduct a site review at least once every 5 years n And DPI will visit and review each IHE every year n Program evaluation and approval will be based on the performance of candidates for the license measured against the 10 Teaching Standards. n Program approval will be for a 5 year period n Program changes must be submitted to DPI for approval prior to implementation

28 Program Approval Requirements n IHEs submit to DPI written evidence that graduates after 8/31/04 meet requirements of PI 34 including: ¶IHE’s relevant policies & practices affecting prep of school personnel ·IHEs conceptual framework under PI ¸IHE’s eval of its performance & outcomes based on mission & goals ¹IHE’s assessment system of candidate quality based on 10 Standards ºIHE’s Title II report of pass rate of candidates »IHE’s evidence of ongoing collaboration with LEAs

29 Wisconsin Standards For Teacher Development and Licensure

30 New Licensing Stages ¶Initial educator ·Professional Educator ¸Master Educator

31 License Stages Initial Educator

32 nSchool District Requirements lMust provide collaboratively developed orientation to initial educator lMust provide support seminars reflecting the standards lMust provide a qualified mentor to the initial educator l“Qualified” means holding an appropriate license

33 License Stages Initial Educator n School District Requirements (cont.) lThe mentor: His an educator and colleague; His trained to provide support & assistance to initial educators; Hhas input into the confidential formative assessment of the initial educator; His not part of the formal employment evaluation process.

34 License Stages Initial Educator nThe initial educator team for teachers includes: lA teacher of the same subject or level selected by teacher peers (not mentor) lAn administrator designated by the district administrator and subject to approval by the school board lA higher education representative

35 License Stages Initial Educator nThe initial educator team for pupil services educators includes: lA pupil services professional in the same license category selected by peers (not mentor) lAn administrator designated by the district administrator and subject to approval by the school board lA higher education representative

36 License Stages Initial Educator nThe initial educator team for administrators includes: lAn administrator in the same license category selected by peers (not mentor) lAn administrator designated by the district administrator subject to approval by the school board lA higher education representative

37 License Stages Initial Educator nTo move to the professional educator level, the initial educator must design and complete a professional development plan that demonstrates increased proficiency in one or more of the standards that were identified by her/his professional development team as needing improvement.

38 Professional Development Team CAVEAT The Team... *Reviews & approves the initial educator’s professional development goals in the professional development plan, *Verifies & communicates to the DPI successful completion of the educator’s professional development plan. *Does NOT evaluate teaching performance - this is the role of licensed administrators and the school board!

39 ¶ Goals & objectives addressing standards · Timeline for achieving goals with annual review ¸ Collaboration with peers & professional development team Required Contents of Professional Development Plan

40 ¹ Activities related to goals & applied to classroom or learning community 6Documentation of activities which may include: 4college, university or tech college credits 4workshops, seminars, conferences 4action research 4curriculum development 4appropriate work experiences 4district committee work 4prof. organization or assoc. work 4conference presentations 4publications 4teaching courses (outside district assignments) 4special projects Required Contents of Professional Development Plan

41 º Assessment procedures for plan: 4Indicators of growth 4How meeting goals improved your professional knowledge 4How meeting goals improved students’ learning Required Contents of Professional Development Plan

42 License Stages Professional Educator

43 Educators eligible to hold or renew a regular license prior to July 1, 2004 may renew their license either by 4completing 6 semester credits (related to license or standards) from an accredited IHE, 4or successfully complete the professional development plan.

44 National Board Certification accepted in lieu of these requirements License Stages Master Educator (Optional)

45 Wisconsin Standards For Teacher Development and Licensure

46 Developmental Ranges for Licenses 4 EARLY CHILDHOOD 4 EARLY CHILDHOOD THROUGH MIDDLE CHILDHOOD 4 MIDDLE CHILDHOOD THROUGH EARLY ADOLESCENCE 4 EARLY ADOLESCENCE THROUGH ADOLESCENCE 4 WIDE RANGE (EARLY CHILDHOOD THROUGH ADOLESCENCE) INCLUDES: 6 ART,  FOREIGN LANGUAGE & ESL,  FACE, 6MUSIC,  DEAF OR HARD OF HEARING,  DANCE, 6 P.E.,  TECH ED,  AG, 6Bus. ED,  MARKETING,  THEATRE, 6HEALTH,  INSTRUCTIONAL LIBRARY MEDIA, 6VISUAL IMPAIRMENT, 6SPEECH/LANGUAGE PATHOLOGY.

47 Ranges Correspond to Ages... n Early childhood n Early childhood thru middle childhood n Middle childhood thru early adolescence n Early adolescence through adolescence n Birth - age 8 n Birth - age 11 n Ages , 13 n Ages

48 Current Licenses & Code # n Early Childhood Codes , 90, 100 n Elementary Codes 41,42, n Middle/Secondary Codes 21, 27, 29 n Early childhood n Early childhood/ middle childhood/ early adolescence n Early Adolescence through Adolescence New Terms New Terms

49 List of License Changes Follows Those Not Listed Will Not Change

50 BROAD FIELD LICENSES Early Adolescence thru Adolescence Upper H.S. Level Requires Subject Competency CAN OBTAIN BROADFIELD OR SPECIFIC LICENSES IN THE FOLLOWING AREAS: nLANGUAGE ARTS 4English Lit. & composition, 4Journalism, 4Speech communication

51 BROAD FIELD LICENSES Early Adolescence thru Adolescence Upper H.S. Level Requires Subject Competency nSCIENCE 4Physical science including chemistry & physics 4Earth & space science 4Life & environmental science including biology nSOCIAL STUDIES 4Geography 4History 4Poly Sci 4Economics 4Psych 4Sociology

52 BROAD FIELD LICENSES Special Education Cross Categorical nOnly at the following levels lMiddle Childhood - Early Adolescence lEarly Adolescence-Adolescence nCombining only the following disabilities 4cognitive disabilities, 4emotional disturbance 4and learning disabilities

53 Current Licenses & Code #s nEnglish - related licenses Codes 300, 310, 320, 325 (w/21, 27, 29) lEnglish lJournalism lSpeech lTheatre nBroad Field Language Arts 4concentration in English lit & comp, 4journalism, or 4speech comm. nEnglish lit & composition nJournalism nSpeech communication nTheatre (WR) New Terms

54 nScience - related licenses Codes (w/21,27,29) lScience lBroadfield science lBiology/life science lChemistry lEnvironmental studies lGeneral science lPhysics lAstronomy lEarth/Space science lGeology lPhysical Science nBroad Field Science 4concentration in physical science, 4earth & space, 4or life & environmental science nPhysical science nEarth & space science nLife & environmental science Current Licenses & Code #s New Terms

55 Current Licenses & Code #s nSocial Studies - related licenses Codes (w/21,27,29) lSocial studies lBroadfield social studies lAnthropology lCivics lEconomics lGeography lInternational studies lHistory lPhilosophy lPoly Sci lPsychology lSociology lSocial Problems lReligious Studies lAfro-American Studies nBroad Field Social Studies 4concentration in geography, 4history, 4poly sci & citizenship 4economics, 4psychology, or 4sociology nGeography nHistory nPolitical science & citizenship nEconomics nPsychology nSociology New Terms

56 Current Licenses & Code # nExceptional Education Needs (EC, elementary, WR el., WR sec., Secondary) Categorical licenses Codes 805, 806, 807, 808, 810, 811, 815, 820, 825, 830 4HI  SP. LANG. 4ED  CDB 4CDS  ECEEN 4CD  LD 4VI  OI nSpecial Education categorical (Early Childhood-Middle Childhood or Early Adolescence-Adolescence) âDeaf & Hard of Hearing (WR) âED  LD âCD  Sp. Lang. (WR) âVI (WR)  ECSE nAnd cross categorical option combining 4cognitive disabilities, 4emotional disturbance 4and learning disabilities New Terms

57 Process for Converting Old Licenses to New Licenses in Related Level or Category (Optional) nApplicants for converted licenses submit their portfolios to DPI nDPI develops a process to review applicants portfolios nApplicants pay a fee to DPI for portfolio review nDPI reviews applicants’ portfolios

58 Required Content of Converted License Portfolios ¶Evidence of successful relevant experience including some direct observation of teaching skills ·Letters of recommendation from professional colleagues (teachers, administrators, IHE faculty, etc.) ¸Evidence of completion of relevant coursework, conferences, workshops, and other professional development based on established performance standards

59 For a complete set of rules see the Teacher Education and Licensing web page dlsis/tel/newrules.html

60 Wisconsin Standards For Teacher Development and Licensure


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