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

Restructuring Teacher Education and Restructuring Teacher Education and Licensing in Wisconsin - NEW RULESLicensing in Wisconsin - NEW RULES

Wisconsin Department of Public InstructionWisconsin Department of Public Instruction

EFFECTIVE DATESEFFECTIVE DATES

Wisconsin Administrative CodeWisconsin Administrative Code

Old PI 4 (teacher education program Old PI 4 (teacher education program approval) replaced by PI 34 effective approval) replaced by PI 34 effective July 1, 2000.July 1, 2000.

PI 3 (teacher licensing) is current. Will PI 3 (teacher licensing) is current. Will be replaced by PI 34 effective July 1, be replaced by PI 34 effective July 1, 2004.2004.

1st applies to students completing initial 1st applies to students completing initial licensure programs after 8/31/04licensure programs after 8/31/04

Wisconsin Standards For Teacher Wisconsin Standards For Teacher Development and Licensure PI 34Development and Licensure PI 34

Pre-serviceAssessment

andStandards

Licensingand

CareerStages

LicensingCategories

Wisconsin StandardsFor

Teacher Development and Licensure

What Are the 10 Basic Standards?What Are the 10 Basic Standards?

The foundation for the The foundation for the development and development and assessment of a assessment of a performance based performance based quality teacher education quality teacher education program.program.

The basis for quality The basis for quality professional development professional development for practicing educators.for practicing educators.

Wisconsin Standards for Teacher Wisconsin Standards for Teacher Development and LicensureDevelopment and Licensure

The teacher understands the central The teacher understands the central concepts, tools of inquiry, and concepts, tools of inquiry, and structures of the discipline(s) he or structures of the discipline(s) he or she teaches and can create learning she teaches and can create learning experiences that make these aspects experiences that make these aspects of subject matter meaningful for of subject matter meaningful for pupils.pupils.

Standard # 1


The teacher understands how The teacher understands how children with broad ranges of ability children with broad ranges of ability learn and provides instruction that learn and provides instruction that supports their intellectual, social, and supports their intellectual, social, and personal development.personal development.

Standard # 2


The teacher understands how pupils The teacher understands how pupils differ in their approaches to learning differ in their approaches to learning and the barriers that impede learning, and the barriers that impede learning, and can adapt instruction to meet the and can adapt instruction to meet the diverse needs of pupils, including diverse needs of pupils, including those with disabilities and those with disabilities and exceptionalities.exceptionalities.

Standard # 3


The teacher understands and uses a The teacher understands and uses a variety of instructional strategies, variety of instructional strategies, including technology to encourage including technology to encourage children’s development of critical children’s development of critical thinking, problem-solving, and thinking, problem-solving, and performance skills.performance skills.

Standard # 4


The teacher uses an understanding The teacher uses an understanding of individual and group motivation of individual and group motivation and behavior to create a learning and behavior to create a learning environment that encourages environment that encourages positive social interaction, active positive social interaction, active engagement in learning, and self-engagement in learning, and self-motivation.motivation.

Standard # 5


The teacher uses effective verbal and The teacher uses effective verbal and nonverbal communication techniques, nonverbal communication techniques, as well as instructional media and as well as instructional media and technology, to foster active inquiry, technology, to foster active inquiry, collaboration, and supportive collaboration, and supportive interaction in the classroom.interaction in the classroom.

Standard # 6


The teacher organizes and plans The teacher organizes and plans systematic instruction based upon systematic instruction based upon knowledge of subject matter, pupils, knowledge of subject matter, pupils, the community, and curriculum the community, and curriculum goals.goals.

Standard # 7


The teacher understands and uses The teacher understands and uses formal and informal assessment formal and informal assessment strategies to evaluate and ensure the strategies to evaluate and ensure the continuous intellectual, social, and continuous intellectual, social, and physical development of the learner.physical development of the learner.

Standard # 8


The teacher is a reflective practitioner The teacher is a reflective practitioner who continually evaluates the effects who continually evaluates the effects of his or her choices and actions on of his or her choices and actions on pupils, parents, professionals in the pupils, parents, professionals in the learning community and others, and learning community and others, and who actively seeks out opportunities who actively seeks out opportunities

to grow professionally.to grow professionally.

Standard # 9


The teacher fosters relationships The teacher fosters relationships with school colleagues, parents, with school colleagues, parents,

and agencies in the larger and agencies in the larger community to support pupils’ community to support pupils’

learning and well being and acts learning and well being and acts with integrity, fairness and in an with integrity, fairness and in an

ethical manner.ethical manner.

Standard # 10


All standards are comprised of three components

Knowledge (Content)

Teacher Dispositions (attitudes)

Teacher Performances

Standard # 2 Standard # 2 Example - Example - KnowledgeKnowledge

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.

Standard # 2 Standard # 2 Example - Example - DispositionDisposition



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.

Standard # 2 Standard # 2 Example - Example - PerformancesPerformances



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.

Wisconsin Standards For Teacher Wisconsin Standards For Teacher Development and LicensureDevelopment and Licensure


andStandards

Licensingand

CareerStages

LicensingCategories



Teacher Education’s Immediate Teacher Education’s Immediate Restructuring TasksRestructuring Tasks

Develop a conceptual framework of Develop a conceptual framework of the performance based the performance based professional ed. program professional ed. program representing the 10 standards representing the 10 standards which includes the following:which includes the following:the mission, vision and philosophy of the mission, vision and philosophy of

programprogramidentifying where the 10 standards identifying where the 10 standards

are integrated within the program are integrated within the program identifying the performance tasks of identifying the performance tasks of

the 10 standardsthe 10 standards

Conceptual Framework, Cont.Conceptual Framework, Cont.

Assessment of the knowledge, skills & Assessment of the knowledge, skills & dispositions in:dispositions in:communication skillscommunication skillshuman relations & professional dispositionshuman relations & professional dispositionscontent knowledge for subject area content knowledge for subject area

(determined by passing scores on (determined by passing scores on standardized tests approved by DPI)standardized tests approved by DPI)

pedagogical knowledgepedagogical knowledgeteaching practiceteaching practice

student teaching/internshipstudent teaching/internship initial licenseinitial license

Conceptual Framework, Cont.Conceptual Framework, Cont.Providing that candidates demonstrate knowledge Providing that candidates demonstrate knowledge

ofofcooperative marketing and consumer coops. for cooperative marketing and consumer coops. for

licenses in economics, social studies or ag.;licenses in economics, social studies or ag.;Environmental ed for licenses in ag, early childhood, Environmental ed for licenses in ag, early childhood,

middle childhood to early adolescent, science & social middle childhood to early adolescent, science & social studies;studies;

minority group relations;minority group relations;conflict resolution;conflict resolution;role & resp. of student teacher;role & resp. of student teacher;teaching reading & lang. arts & phonics for PK - 6 teaching reading & lang. arts & phonics for PK - 6

licenses;licenses;procedures for assessing, teaching, & modifying procedures for assessing, teaching, & modifying

curriculum for children with disabilities.curriculum for children with disabilities.

Conceptual Framework, Cont.Conceptual Framework, Cont.

Supervised prestudent teaching evaluated Supervised prestudent teaching evaluated by at least 2 written evals., based on by at least 2 written evals., based on observations, & a student portfolioobservations, & a student portfolio

Student teaching full days, full semesterStudent teaching full days, full semesterminimum of 4 classroom supervisory visits of 1 minimum of 4 classroom supervisory visits of 1

hr. by School/college/department (SCD) hr. by School/college/department (SCD) supervisorsupervisor

minimum of 4 written evals by cooperating minimum of 4 written evals by cooperating teacher or SCD supervisorteacher or SCD supervisor

review of student portfolioreview of student portfolio

Conceptual Framework, Cont.Conceptual Framework, Cont. General ed. program demonstrating General ed. program demonstrating

student knowledge of the following (initial student knowledge of the following (initial licenses)licenses)written & oral communicationwritten & oral communicationmathematicsmathematicsfine artsfine artssocial studiessocial studiesbiological & physical sciencesbiological & physical scienceshumanities & literaturehumanities & literatureWestern & non-western history or Western & non-western history or

contemporary culturecontemporary cultureWI Model Academic StandardsWI Model Academic Standards

Conceptual Framework, Cont.Conceptual Framework, Cont. Plan & implementation of program Plan & implementation of program

completers’ follow up studies of initial completers’ follow up studies of initial and advanced programs includingand advanced programs includingways to gain info for program feedback ways to gain info for program feedback

from grads, employers, teachersfrom grads, employers, teachersdocumentation on what info was collected, documentation on what info was collected,

how being used and program changes as a how being used and program changes as a resultresult

documentation of how plan contributed to documentation of how plan contributed to initial educator success and assisted initial educator success and assisted graduates.graduates.

Higher Ed’s Assessments of Their Higher Ed’s Assessments of Their Programs & Students Must Be...Programs & Students Must Be...

Administered on a timely and frequent Administered on a timely and frequent basisbasis

Developed in the context of schools and Developed in the context of schools and communitiescommunities

Characterized by multiple methods and Characterized by multiple methods and modesmodes

Collected from progressively more Collected from progressively more complex performancescomplex performances

Validated through research and practiceValidated through research and practice

IHE’s Program ApprovalIHE’s Program Approval DPI will conduct a site review at least once DPI will conduct a site review at least once

every 5 yearsevery 5 years And DPI will visit and review each IHE every And DPI will visit and review each IHE every

yearyear Program evaluation and approval will be Program evaluation and approval will be

based on the performance of candidates for based on the performance of candidates for the license measured against the 10 Teaching the license measured against the 10 Teaching Standards.Standards.

Program approval will be for a 5 year periodProgram approval will be for a 5 year period Program changes must be submitted to DPI Program changes must be submitted to DPI

for approval prior to implementationfor approval prior to implementation

Program Approval RequirementsProgram Approval Requirements

IHEs submit to DPI written evidence IHEs submit to DPI written evidence that graduates after 8/31/04 meet that graduates after 8/31/04 meet requirements of PI 34 including:requirements of PI 34 including: IHE’s relevant policies & practices affecting prep IHE’s relevant policies & practices affecting prep

of school personnelof school personnel IHEs conceptual framework under PI 34.15IHEs conceptual framework under PI 34.15 IHE’s eval of its performance & outcomes based IHE’s eval of its performance & outcomes based

on mission & goalson mission & goals IHE’s assessment system of candidate quality IHE’s assessment system of candidate quality

based on 10 Standardsbased on 10 Standards IHE’s Title II report of pass rate of candidatesIHE’s Title II report of pass rate of candidates IHE’s evidence of ongoing collaboration with IHE’s evidence of ongoing collaboration with

LEAsLEAs



andStandards

Licensingand

CareerStages

LicensingCategories



New Licensing StagesNew Licensing Stages

Initial educatorInitial educator

Professional EducatorProfessional Educator

Master EducatorMaster Educator

License Stages License Stages Initial EducatorInitial Educator

Wisconsin Standards Proficiency in all applicablestandards

Prerequisites Performance-based trainingprogram endorsed byIHE/passing scores onstandardized test

Professional Development Plan Learning Goals Identified Activities Timelines Evidence of Collaboration Assessment Plan

Yes

Length of License 5 year non-renewable, 3 yearminimum

Who Approves, Monitors andAssesses (prof. Dev. Plan)

Initial Educator Team: 3members to includeadministrator, IHE staff, peer (notmentor)

Support Mentor and feedback from Team


School District RequirementsSchool District RequirementsMust provide collaboratively developed Must provide collaboratively developed

orientation to initial educatororientation to initial educatorMust provide support seminars Must provide support seminars

reflecting the standardsreflecting the standardsMust provide a Must provide a qualifiedqualified mentor to the mentor to the

initial educatorinitial educator““Qualified” means holding an Qualified” means holding an

appropriate licenseappropriate license


School District Requirements (cont.)School District Requirements (cont.)The mentor: The mentor:

is an educator and colleague;is an educator and colleague;is trained to provide support & assistance is trained to provide support & assistance

to initial educators;to initial educators;has input into the confidential formative has input into the confidential formative

assessment of the initial educator;assessment of the initial educator;is not part of the formal employment is not part of the formal employment

evaluation process.evaluation process.


The initial educator team for The initial educator team for teachersteachers includes: includes:A teacher of the same subject A teacher of the same subject

or level selected by teacher or level selected by teacher peers (not mentor)peers (not mentor)

An administrator designated An administrator designated by the district administrator by the district administrator and subject to approval by the and subject to approval by the school boardschool board

A higher education A higher education representativerepresentative


The initial educator team for The initial educator team for pupil pupil servicesservices educators includes: educators includes:A pupil services professional in the A pupil services professional in the

same license category selected by same license category selected by peers (not mentor)peers (not mentor)

An administrator designated by the An administrator designated by the district administrator and subject to district administrator and subject to approval by the school boardapproval by the school board

A higher education representativeA higher education representative


The initial educator team for The initial educator team for administratorsadministrators includes: includes:An administrator in the same An administrator in the same

license category selected by peers license category selected by peers (not mentor)(not mentor)

An administrator designated by the An administrator designated by the district administrator subject to district administrator subject to approval by the school boardapproval by the school board

A higher education representativeA higher education representative


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

Professional Development Team Professional Development Team CAVEATCAVEAT

The Team...The Team... Reviews & approves the initial educator’s Reviews & approves the initial educator’s

professional development goalsprofessional development goals in the in the professional development plan, professional development plan,

Verifies & communicates to the DPI Verifies & communicates to the DPI successful completion of the educator’s successful completion of the educator’s professional development plan.professional development plan.

Does Does NOTNOT evaluate evaluate teaching performanceteaching performance - this is the role of licensed administrators - this is the role of licensed administrators and the school board!and the school board!

Goals & objectives Goals & objectives addressing standardsaddressing standards

Timeline for achieving Timeline for achieving goals with annual goals with annual reviewreview

Collaboration with Collaboration with peers & professional peers & professional development teamdevelopment team

Required Contents ofProfessional Development Plan

Activities related to goals & applied to Activities related to goals & applied to classroom or learning communityclassroom or learning community Documentation of activities which may include:Documentation of activities which may include:

college, university or tech college creditscollege, university or tech college credits workshops, seminars, conferencesworkshops, seminars, conferences action researchaction research curriculum developmentcurriculum development appropriate work experiencesappropriate work experiences district committee workdistrict committee work prof. organization or assoc. workprof. organization or assoc. work conference presentationsconference presentations publicationspublications teaching courses (outside district assignments)teaching courses (outside district assignments) special projectsspecial projects

Required Contents of Professional Development Plan

Assessment procedures Assessment procedures for plan:for plan: Indicators of growthIndicators of growth How meeting goals improved How meeting goals improved

your professional knowledgeyour professional knowledge How meeting goals improved How meeting goals improved

students’ learningstudents’ learning

Required Contents of Professional Development Plan

License Stages License Stages Professional EducatorProfessional Educator

Wisconsin Standards Proficiency in all applicablestandards - but focus on 2 ormore

Prerequisites Successful completion of initialeducator requirements

Professional Development Plan Learning Goals Identified Activities Timelines Evidence of Collaboration Assessment Plan

Yes

Length of License 5 year renewable

Who Approves, Monitors andAssesses (prof. Dev. Plan)

Team: District professionaldevelopment team of peers

Support Feedback from Team

License StagesLicense StagesProfessional EducatorProfessional Educator

Educators eligible to hold or renew a Educators eligible to hold or renew a regular license prior to July 1, 2004 regular license prior to July 1, 2004 may renew their license either bymay renew their license either by

completing 6 semester credits completing 6 semester credits (related to license or standards) from (related to license or standards) from an accredited IHE,an accredited IHE,

or successfully complete the or successfully complete the professional development plan.professional development plan.

National Board Certification accepted in lieu of these requirements

License StagesLicense StagesMaster Educator (Optional)Master Educator (Optional)

Wisconsin Standards Mastery of all applicable standards

Prerequisites documented inapplication to statesuperintendent

5 years teaching experience, complete 1successful cycle as professional educator,contributions to profession, evidence ofimproved pupil learning, and related Master’sDegree

Length of License 10 year renewable

Formal Assessment of thestandards

Interviews, objective exams, review ofportfolios and essays or other methods ofanalysis, demonstration of exemplaryperformance through video or on-siteobservation, comparable to NBPTS

Who Assesses the candidate?

Assessors: Three educators with similarresponsibilities, trained by department,nominated by professional organizations,approved by state superintendent

Assessment Assessors recommend license or not



andStandards

Licensingand

CareerStages

LicensingCategories



Developmental Ranges Developmental Ranges for Licensesfor Licenses

EARLY CHILDHOODEARLY CHILDHOOD EARLY CHILDHOOD THROUGH MIDDLE CHILDHOODEARLY CHILDHOOD THROUGH MIDDLE CHILDHOOD MIDDLE CHILDHOOD THROUGH EARLY ADOLESCENCEMIDDLE CHILDHOOD THROUGH EARLY ADOLESCENCE EARLY ADOLESCENCE THROUGH ADOLESCENCEEARLY ADOLESCENCE THROUGH ADOLESCENCE WIDE RANGE (EARLY CHILDHOOD THROUGH WIDE RANGE (EARLY CHILDHOOD THROUGH

ADOLESCENCE) INCLUDES:ADOLESCENCE) INCLUDES: ART,ART, FOREIGN LANGUAGE & ESL,FOREIGN LANGUAGE & ESL, FACE,FACE, MUSIC,MUSIC, DEAF OR HARD OF HEARING,DEAF OR HARD OF HEARING, DANCE,DANCE, P.E.,P.E., TECH ED,TECH ED, AG,AG, Bus. ED,Bus. ED, MARKETING,MARKETING,

THEATRE,THEATRE, HEALTH,HEALTH, INSTRUCTIONAL LIBRARY MEDIA,INSTRUCTIONAL LIBRARY MEDIA, VISUAL IMPAIRMENT,VISUAL IMPAIRMENT, SPEECH/LANGUAGE PATHOLOGY.SPEECH/LANGUAGE PATHOLOGY.

Ranges Correspond to Ages...Ranges Correspond to Ages...

Early childhoodEarly childhood Early childhood thru middle Early childhood thru middle

childhoodchildhood Middle childhood thru early Middle childhood thru early

adolescenceadolescence Early adolescence through Early adolescence through

adolescenceadolescence

Birth - age 8Birth - age 8 Birth - age 11Birth - age 11

Ages 6 - 12, 13Ages 6 - 12, 13

Ages 10 - 21Ages 10 - 21

Current Licenses Current Licenses

& Code # & Code #

Early Childhood Early Childhood Codes 080-083, Codes 080-083, 90, 10090, 100

ElementaryElementaryCodes 41,42,106-Codes 41,42,106-118118

Middle/Secondary Middle/Secondary Codes 21, 27, 29 Codes 21, 27, 29

Early childhoodEarly childhood

Early childhood/Early childhood/middle childhood/middle childhood/early adolescenceearly adolescence

Early Adolescence Early Adolescence through through AdolescenceAdolescence

New TermsNew Terms

List of License Changes FollowsList of License Changes Follows

Those Not Listed Will Not ChangeThose Not Listed Will Not Change

BROAD FIELD LICENSESBROAD FIELD LICENSESEarly Adolescence thru AdolescenceEarly Adolescence thru AdolescenceUpper H.S. Level Requires Subject CompetencyUpper H.S. Level Requires Subject Competency

CAN OBTAIN BROADFIELD OR CAN OBTAIN BROADFIELD OR SPECIFIC LICENSES IN THE SPECIFIC LICENSES IN THE

FOLLOWING AREAS:FOLLOWING AREAS:

LANGUAGE ARTS LANGUAGE ARTS

English Lit. & composition,English Lit. & composition, Journalism, Journalism, Speech communicationSpeech communication

BROAD FIELD LICENSESBROAD FIELD LICENSESEarly Adolescence thru AdolescenceEarly Adolescence thru AdolescenceUpper H.S. Level Requires Subject CompetencyUpper H.S. Level Requires Subject Competency

SCIENCE SCIENCE Physical science including chemistry & Physical science including chemistry &

physicsphysics Earth & space scienceEarth & space science Life & environmental science including biologyLife & environmental science including biology

SOCIAL STUDIESSOCIAL STUDIES GeographyGeography HistoryHistory Poly SciPoly Sci EconomicsEconomics PsychPsych SociologySociology

BROAD FIELD LICENSESBROAD FIELD LICENSESSpecial Education Cross CategoricalSpecial Education Cross Categorical

Only at the following levelsOnly at the following levelsMiddle Childhood - Early AdolescenceMiddle Childhood - Early AdolescenceEarly Adolescence-AdolescenceEarly Adolescence-Adolescence

Combining only the following Combining only the following disabilitiesdisabilities cognitive disabilities,cognitive disabilities, emotional disturbance emotional disturbance and learning disabilitiesand learning disabilities

Current Licenses Current Licenses & Code #s & Code #s

English - related English - related licenseslicensesCodes 300, 310, Codes 300, 310, 320, 325 (w/21, 27, 320, 325 (w/21, 27, 29)29) EnglishEnglish JournalismJournalism SpeechSpeech TheatreTheatre

Broad Field Broad Field Language ArtsLanguage Arts concentration in English concentration in English

lit & comp,lit & comp, journalism, orjournalism, or speech comm.speech comm.

English lit & English lit & compositioncomposition

JournalismJournalism Speech communicationSpeech communication Theatre (WR)Theatre (WR)

New TermsNew Terms

Science - related licensesScience - related licensesCodes 600-637 Codes 600-637 (w/21,27,29)(w/21,27,29) ScienceScience Broadfield scienceBroadfield science Biology/life scienceBiology/life science ChemistryChemistry Environmental studiesEnvironmental studies General scienceGeneral science PhysicsPhysics AstronomyAstronomy Earth/Space scienceEarth/Space science GeologyGeology Physical SciencePhysical Science

Broad Field ScienceBroad Field Science concentration in concentration in

physical science,physical science, earth & space,earth & space, or life & environmental or life & environmental

sciencescience

Physical sciencePhysical science Earth & space scienceEarth & space science Life & environmental Life & environmental

sciencescience


New TermsNew Terms


Social Studies - related Social Studies - related licenses Codes 700-760licenses Codes 700-760(w/21,27,29)(w/21,27,29) Social studiesSocial studies Broadfield social studiesBroadfield social studies AnthropologyAnthropology CivicsCivics EconomicsEconomics GeographyGeography International studiesInternational studies HistoryHistory PhilosophyPhilosophy Poly SciPoly Sci PsychologyPsychology SociologySociology Social ProblemsSocial Problems Religious StudiesReligious Studies Afro-American StudiesAfro-American Studies

Broad Field Social StudiesBroad Field Social Studies concentration in geography,concentration in geography, history, history, poly sci & citizenshippoly sci & citizenship economics,economics, psychology, orpsychology, or sociologysociology

GeographyGeography HistoryHistory Political science & citizenshipPolitical science & citizenship EconomicsEconomics PsychologyPsychology SociologySociology

New TermsNew Terms

Current Licenses Current Licenses

& Code # & Code # Exceptional Education Exceptional Education

Needs (EC, elementary, Needs (EC, elementary, WR el., WR sec., WR el., WR sec., Secondary) Secondary) Categorical licensesCategorical licensesCodes 805, 806, 807, 808, Codes 805, 806, 807, 808, 810, 811, 815, 820, 825, 810, 811, 815, 820, 825, 830830 HIHI SP. LANG.SP. LANG. EDED CDBCDB CDSCDS ECEENECEEN CDCD LDLD VI VI OIOI

Special Education categorical (Early Special Education categorical (Early Childhood-Middle Childhood or Childhood-Middle Childhood or Early Adolescence-Adolescence)Early Adolescence-Adolescence) Deaf & Hard of Hearing (WR)Deaf & Hard of Hearing (WR) EDED LDLD CDCD Sp. Lang. (WR)Sp. Lang. (WR) VI (WR)VI (WR) ECSEECSE

And cross categorical option And cross categorical option combining combining cognitive disabilities,cognitive disabilities, emotional disturbance emotional disturbance and learning disabilitiesand learning disabilities

New TermsNew Terms

Process for Converting Old Process for Converting Old Licenses to New Licenses in Related Licenses to New Licenses in Related

Level or Category (Optional)Level or Category (Optional)

Applicants for converted Applicants for converted licenses submit their licenses submit their portfolios to DPIportfolios to DPI

DPI develops a process to DPI develops a process to review applicants portfoliosreview applicants portfolios

Applicants pay a fee to DPI Applicants pay a fee to DPI for portfolio review for portfolio review

DPI reviews applicants’ DPI reviews applicants’ portfoliosportfolios

Required Content of Required Content of Converted License PortfoliosConverted License Portfolios

Evidence of successful relevant Evidence of successful relevant experience including some direct experience including some direct observation of teaching skillsobservation of teaching skills

Letters of recommendation from Letters of recommendation from professional colleagues (teachers, professional colleagues (teachers, administrators, IHE faculty, etc.)administrators, IHE faculty, etc.)

Evidence of completion of relevant Evidence of completion of relevant coursework, conferences, workshops, and coursework, conferences, workshops, and other professional development based on other professional development based on established performance standardsestablished performance standards

For a complete set of rules For a complete set of rules see the Teacher Education see the Teacher Education

and Licensing web pageand Licensing web pagehttp://www.dpi.state.wi.us/dpi/http://www.dpi.state.wi.us/dpi/

dlsis/tel/newrules.htmldlsis/tel/newrules.html



andStandards

Licensingand

CareerStages

LicensingCategories



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