 | DPI proposes
major changes
in teacher licensing |  From the Wisconsin Department of Public Instruction On the heels of establishing model academic standards and
proficiency assessment for students, State Superintendent John T.
Benson is calling for state standards and assessments for prospective
teachers. He further proposes three stages of educator licensing tied
to demonstrated competence and continual improvement and asked for
swift state Senate approval of appointees to a Professional Standards
Council. “Our 10 state Standards for Teacher Development and Licensure
are an outgrowth of the important work done by the national Council of
Chief State School Officers (CCSSO),” said Benson. “A CCSSO
consortium identified the knowledge, skills, and dispositions that
teachers must practice responsibly when they enter teaching and that
ultimately will help them put together the portfolio needed for
national certification.” The CCSSO — Benson’s counterparts from other states and
U.S. territories — will be in Madison Nov. 20-22 to focus on “Strengthening
Professional Practice.” The Council has provided valuable
guidance, noted the state superintendent, and “Wisconsin’s
teacher-education institutions, school boards, teachers, and
professional associations have joined in establishing standards and
assessments for teachers that research shows will improve student
learning and will enhance the professional skills of the nation’s
premier teaching force.” The state superintendent outlined substantive changes in three
areas: performance-based licensing, stages of licensing, and levels of
licensing. “We have traditionally reviewed teacher-education
courses and credits to determine prospective teachers’
preparedness for the classroom,” explained Benson. “In the
future, teachers seeking a license will have to demonstrate their
competence based on what they need to know and be able to do to be
successful at preparing our children for learning and life. These
standards will tell everyone entering the profession what we expect of
them.” The state’s educational leader affirmed the approach of the
National Board for Professional Teaching Standards (NBPTS), which
requires those seeking national licensure to submit a portfolio of
their work for review. “As a compilation of one’s work over
time, portfolios are far and away the best test of one’s success,”
noted Benson. Benson also outlined three stages of licensure that will replace the
current one-stage, five-year license. Initial educators will receive a
nonrenewable license that requires them to demonstrate successful
teaching within two to five years. They will receive support from an
assigned mentor, and a three-person panel — consisting of a
teacher, administrator, and teacher educator — will assess their
success at achieving a professional development plan based on the 10
standards and focused on student learning. Those achieving status as professional educators will receive a
renewable five-year license; renewal will be contingent on completing
a professional-development plan that is reviewed and approved by a
district committee. After at least seven years experience, completion of a master’s
degree, and peer review and approval of a portfolio of authentic
evidence of teaching success, master educators will receive a
renewable 10-year license. “Parents and taxpayers expect competence from teachers in their
public schools, and they also recognize the importance of teacher
mentoring in the crucial initial years of educating our children,”
said Benson. “This proposal creates a preliminary stage requiring
the candidate to demonstrate successful teaching, a professional stage
to link license renewal to improved teaching and learning, and a
master stage to identify exemplary educators and recognize excellence.”
Consistent with the certification categories used by the National
Board, a state superintendent-appointed task force proposed license
levels based on student developmental stages rather than grade levels.
While specific age or grade levels will be determined at the local
school district level, the new bases for licenses have been identified
as - early childhood – birth to age 8/prekindergarten to grade 3
- middle childhood – ages 6 to 11/grades 1 to 7-8
- early adolescence – ages 10 to 14/grades 5 to 9
- adolescence – ages 14 to 18/grades 9 to 12
Addressing the issue of testing prospective educators, Benson noted
that university students have been required to pass a basic-skills
test for admission to public and private schools of education for more
than a decade. “In addition, schools of education will now have
the flexibility to implement a variety of assessments to ensure that
their students have acquired the additional knowledge and skills
needed to be successful educators,” he continued. He cited
speaking and listening and technology as newly identified basic skills
subject to testing. Benson also announced his appointments to the state Professional
Standards Council, based on nominations from state education-related
organizations. State law created the council last June to advise the
state superintendent on standards and assessments for educators, among
other issues; membership must be approved by the state Senate. Benson
expressed his appreciation for the work of state legislators and the
governor in creating “this most important advisory body. The
council will play a critical role as teacher education moves into the
21st century. “The initial charge to the members will surely focus on the
issue of redesigning teacher education, including the review of
existing rules as well as of testimony from statewide hearings related
to these proposed changes,” concluded Benson. As many as 12 rules
hearings will be held across the state beginning in late January. - 30 - ATTACHMENTS: Accompanying this press release are three
attachments: Wisconsin Standards for Teacher Development and
Licensure; descriptions of performance-based licensure and the stages
and levels of licensure; and Professional Standards Council Nominees. - The teacher understands the central concepts, tools of inquiry,
and structures of the discipline(s) he/she teaches and can create
learning experiences that make these aspects of subject matter
meaningful for students.
- The teacher understands how children learn and develop and can
provide learning opportunities that support their intellectual,
social, and personal development.
- The teacher understands how students differ in their approaches
to learning and creates instructional opportunities that are adapted
to diverse learners.
- The teacher understands and uses a variety of instructional
strategies to encourage students’ development of
critical-thinking, problem-solving, and performance skills.
- 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 knowledge of effective verbal, nonverbal, and
media communication techniques to foster active inquiry,
collaboration, and supportive interaction in the classroom.
- The teacher plans instruction based upon knowledge of subject
matter, students, the community, and curriculum goals.
- 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 is a reflective practitioner who continually
evaluates the effects of his/her choices and actions on others
(students, parents, and other professionals in the learning
community) and who actively seeks out opportunities to grow
professionally.
- The teacher fosters relationships with school colleagues,
parents, and agencies in the larger community to support students’
learning and well-being.
Proposed Change: We propose a shift from college course and
credit review to teacher licensure based on proof of competence
measured against what a teacher needs to know and be able to do. The
DPI has established 10 Wisconsin Standards for Teacher Development and
Licensure as well as standards for administrator and pupil services
personnel licenses. Reasons for Change: Wisconsin is traditionally in the
forefront of national educational innovations, and teacher licensure
is no exception. Following the development of state model academic
standards for K-12 students and the establishment of levels of
proficiency – advanced, proficient, basic, and minimal
performance – applying similar standards to teachers,
administrators, and pupil services personnel is logical. In addition,
determining individuals’ proficiency may prove valuable in the
hiring process. Anticipated Results: Teacher education institutions will
have greater autonomy in designing courses and sequences of study,
which can be adjusted to allow prospective educators to meet their
respective standards in a variety of ways. In addition, documentary
evidence of a prospective educator’s competence will exist, based
on an actual performance assessment. Proposed Change: Three separate and distinct stages of
licensure will replace the current one-level, five-year teaching
license. Stage 1, initial educator, will be a nonrenewable
license that requires the holder to demonstrate teaching competence
within two to five years. Beginning teachers will receive support from
an assigned mentor, and their competence will be assessed by a
three-person panel: a teacher, administrator, and teacher educator.
Stage 2, professional educator, will be a renewable five-year
license; renewal will be contingent on completing a professional
development plan that is reviewed and approved by a district
committee. Stage 3, master educator, will be a renewable
10-year license. A master educator must have at least seven years
experience and a master’s degree and will submit a portfolio of
authentic evidence for peer review and approval. Reasons for Change: Taxpayers rightly expect competent
performance from public employees, including teachers; they also
acknowledge that new teachers need guidance in the crucial initial
years of teaching. The proposed change creates a preliminary stage to
demonstrate competence, a professional stage to link license renewal
to improved teaching and learning, and a master stage to identify
exemplary teachers and recognize excellence. Anticipated Results: New teachers will come to initial
assignments better prepared and having demonstrated their competence
in basic standards of teaching; in addition, they will receive ongoing
support from mentors. Professional educators will align their teaching
with district goals for learning and school improvement, based in part
on the state model academic standards. Master educators will become
district and classroom leaders. Proposed Change: Current teaching licenses are aligned with
grade levels, even as school districts experiment with different grade
configurations, especially in elementary and middle schools. The new
basis for license levels will be research-based student developmental
stages: early childhood (birth to age 8/preKindergarten to
grade 3), middle childhood (ages 6 to 11/grades 1 to 7-8),
early adolescence (ages 10 to 14/grades 5 to 9), and adolescence
(ages 14 to 18/grades 9 to 12). This will allow districts flexibility
in hiring teachers who are prepared to teach at developmental levels
rather than specific grades. Reasons for Change: Wisconsin is widely recognized as a
national leader in the middle school movement. We recognize that
junior high, middle, and intermediate schools serving middle childhood
and early adolescent students require unique instructional patterns
and creative instructional plans. Thus, districts will have greater
flexibility to implement meaningful curriculums at this critical
developmental level. In addition, the National Board for Professional
Teaching Standards, a recognized leader in assessing teacher
competence, has designed its certification categories around these
developmental levels. Anticipated Results: Preparing teachers based on students’
developmental levels will improve instruction at all levels. Districts
will have greater flexibility to design instructional approaches that
work in their schools and communities. Finally, school boards,
administrators, and teachers will not be hampered by rigid grade
levels of licensure. Steve Behar,
Language Arts Teacher Delavan-Darien High School
Term ends: 7/1/2000 Joanne Caldwell,
Director Teacher Education Cardinal Stritch University, Milwaukee
Term ends: 7/1/2001 Mary Cashman,
Fifth Grade Teacher Westside Elementary School, River Falls
Term ends: 7/1/2001 Paulette Copeland,
Reading Teacher Clemens Elementary School, Milwaukee
Term ends: 7/1/1999 Curtis Fuller,
UW-Oshkosh Student Representative
Term ends: 7/1/2000 Gloria Goss,
Teacher St. John Vianney Grade School, Brookfield
Term ends: 7/1/1999 Bill Hartje,
English and Speech Teacher Evansville High School
Term ends: 7/1/2001 Bill Harvey,
Dean School of Education UW-Milwaukee
Term ends: 7/1/2001 Linda Helf,
Fourth Grade Teacher Madison Elementary School, Manitowoc
Term ends: 7/1/1999 Lawrence Kahlscheuer,
Board Member Washington Island School District
Term ends: 7/1/2000 Nancy Kauffman,
Dean Professional Programs and Outreach University of
Wisconsin-Green Bay
Term ends: 7/1/1999 Andy Kuemmel,
Computer Resource Teacher Edgerton School District
Term ends: 7/1/2001 Dick Le Clair,
Science Teacher Wausau West High School
Term ends: 7/1/2000 Jill Matarrese,
At-Risk Program Hamilton-Sussex High School
Term ends: 7/1/1999 Geraldo Paz,
Madison Parent Representative
Term ends: 7/1/1999 Carol Phillips,
Board Member Marshfield School District
Term ends: 7/1/2001 Kevin Steinhilber,
Principal Badger Elementary School, Appleton
Term ends: 7/1/2000 Rebecca Vail,
District Administrator Twin Lakes School District
Term ends: 7/1/2000 Vivian Weber-Pagel,
Speech and Language Teacher Stevens Point School District
Term ends: 7/1/2000 Posted December 2, 1998 |