Craney Testifies in Favor of New Rules for Teacher Licensing
WEAC Statement of Support for
Clearing House Rule 99-030 Relating to
Teacher Education Program Appraisal and Licenses
Terry Craney, President
Wisconsin Education Association Council
Testimony
Senate Education Committee
November 29, 1999
Thank you Chairperson Grobschmidt and members of the Senate Education
Committee for this opportunity to speak today. I am Terry Craney, President
of the Wisconsin Education Association Council.
In 1998, the WEAC Board of Directors (the elected representatives of
WEAC’s 88,000 members), chose to support the licensure rule introduced
by the Department of Public Instruction. The rule was also discussed and
debated at WEAC’s Representative Assembly in April, 1999 by 1,000
elected WEAC leaders. The RA sustained the Board’s decision to support
the licensure changes making it WEAC’s official position. I am here
to testify that WEAC remains committed to the final adoption of the proposed
rule by your committee.
WEAC’s support for the rule is centered on the fact that it creates
the opportunity for teachers to assume responsibility for the quality
of their profession. It also provides unprecedented opportunities and
choices for teachers to direct their own professional development and
strengthen the teaching profession through increased accountability.
The new rule will strengthen the teaching profession through a focus
on demonstrated skills and increased accountability. For the first time,
Wisconsin has clearly defined the characteristics of a good teacher through
the 10 standards for teacher development and licensure. The standards
will help the public understand what it takes to be a successful teacher.
The 10 standards that define quality teaching are based on research that
shows these standards promote higher levels of student learning.
The 10 standards, contrary to what some say, are not a random collection
of disparate skills, knowledge, and behaviors that have nothing to do
with improving student achievement. There are 10 standards because parents,
teachers, school administrators, and school board members know that knowledge
of subject area content is a necessary, but not a sole, condition for
being a good teacher. This explains why subject area expertise is the
first standard listed, followed by nine others.
The proposed rule takes into account the latest research in professional
development for teachers. The rules will require teachers to work collaboratively
toward improvement, regardless of career stage. Viewing professional development
through a growth perspective answers the question of how to challenge
teachers to improve throughout their careers.
The state of Wisconsin has the opportunity to ensure that all of the
state’s schools will be staffed with teachers who are focused on
student learning and who practice interactive professionalism for continuous
improvement. This opportunity can be realized if the proposed rule is
adopted.
Research used to develop the rule was also based on the Interstate New
Teacher Assessment and Support Consortium’s (INTASC) recommendations
for improving the teaching profession. The INTASC model shifts teacher
licensure and teacher education from what a teacher learned in preparatory
classes toward what that teacher can actually do in his/her classroom
to help students learn. Wisconsin is among 35 states that are members
of INTASC.
Finally, in the new system, all teachers will demonstrate knowledge
and teaching competencies. Each teacher will become actively involved
in improving the profession and his or her own skills and career options,
creating more public confidence in the teaching profession.
WEAC realizes that state statutes override the language of administrative
rules. We recognize that until the statutes allowing for alternative licensure
are changed, that language regarding alternative certification and licensure
based on equivalency must exist in the rules. The proposed licensure rule
represents a step forward in ensuring that the best-qualified people become
licensed to teach in Wisconsin. The new rule clearly dictates that anyone
holding a license in this state, regardless of the method used to acquire
a license, must demonstrate the same level of knowledge and competencies.
The new licensure rule will promote opportunities that include recruiting
and training mentor teachers, selecting and training local professional
development councils, and bargaining the financial recognition of licensure
and the time needed for professional improvement.
The new system gives teachers the opportunity to design renewal paths
appropriate to their students’ needs and their own goals for professional
development. This new commitment to restructuring is based upon what experience
and research tell us: more highly skilled teachers create better learning
for students, which is our ultimate goal.
In his State of American Education address earlier this year, United
States Secretary of Education Richard Riley proposed that states implement
licensure systems that include "initial," "professional," and "advanced"
licenses. Wisconsin appears to be on the verge of doing just that —
provided the proposed rule is adopted. Adopting the rule would signify
to Wisconsin’s citizens that the state is committed to enhancing
teacher quality and improving student learning.
WEAC strongly supports the proposed rule.
Thank you again Chairperson Grobschmidt and members of the Senate Education
Committee for this opportunity to speak to you today.
More hearings scheduled
The Assembly Education Committee will hold hearings on the proposed
teacher certification and licensing reform rules on the following dates.
- Tuesday, December 7, at 3 p.m. – Waupaca High School
- Tuesday, December 14, at 3 p.m. – River Falls High School
Posted December 1, 1999