| By Joanne Haas
Ann Cattau remembers the landmark day in 1999 when the Professional
Standards Council for Teachers was launched.
“It was impressed upon us that this was historic,”
said Cattau, a pupil services professional from the Neenah School
District and one of the original 19 council members. “This
group is the licensing board for education in Wisconsin. That
has never happened before.”
| 
“PI 34 is definitely a quality initiative
that affects the quality of education."
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Ann Cattau | True, but the work on revamping the teacher licensing system
started more than a decade before the official state-created council
took shape. That’s when then-State Superintendent John Benson
and others started work on transforming the way teachers are licensed.
The goal: convert from a course-accredited license renewal system
to a performance-based system targeting relevant and genuine professional
development.
The result was PI 34, the state administrative rule that implements
a new three-stage licensing system based on the state’s 10
teacher standards. Under the new system, teachers craft professional
development plans (PDPs), and work with a trained three-member
review team to renew licenses.
“PI 34 is definitely a quality initiative that affects the
quality of education,” Cattau said at the council’s
January open meeting in Madison, which was attended by Assembly
Education Chair Rep. Debi Towns of Janesville. “The new licensing
is important to support that, and the Legislature has to be behind
it. We need funding so the school districts can do ‘best
practices.’ ”
As part of her 2005-07 budget request, State Superintendent Elizabeth
Burmaster is seeking $2.6 million annually to help districts provide
mentors for all new teachers. She also is requesting an increase
in overall school aids of 4% in the first year of the biennium
and 3% in the second year.
Training workshops, online brochures and pilot projects are under
way statewide to help teachers and districts implement PI 34,
which took full effect last fall.
“This is not reinventing what quality teaching is. Good
teachers are already doing this,” said Ron Jetty, WEAC’s
teaching and learning consultant who has been involved with PI
34’s development and implementation for the last several
years.
Bill Hartje, a veteran Evansville teacher and former Professional
Standards Council chair, said the philosophy of PI 34 was generated
by teachers who are devoted to career-long growth.
And the overall goal of the Standards Council, he said, is to
assist teachers, as well as the state superintendent, with all
issues related to teacher licensing.
The council consists of 19 members, including one representative
each for parents and students. The members are appointed by the
state superintendent and are subject to confirmation by the Senate.
The council’s mission is to recommend to the superintendent
high standards for teacher licensing that ensure quality classroom
instructing reflective of changing student needs and professional
development of educators. The council, which includes WEAC teacher-members,
also keeps current on the Elementary and Secondary Education Act
and how PI 34 fits into the state’s responsibility to adhere
to that federal law, which is often referred to as the “No
Child Left Behind” law.
The Standards Council meets four times per year -- and only when
current Burmaster can attend at least a portion of the meeting
in person. As part of the council’s requirements, an annual
report documenting its activities is submitted to the Legislature.
As important as this official state panel is to the teaching
profession, current council Chair Linda Helf is not sure it is
well known among teachers.
As a result, Helf, who was involved with the early committees
devoted to revising the licensure process, is working to spread
the word about the panel with teachers and lawmakers. As part
of that effort, she addressed the WEAC Board in January.
“This is such a difficult time for schools and teachers,”
Helf told WEAC Board members. “I view the council as a means
to making sure that the new changes in licensure work the best
they can -- for our members and for students.
“I believe in this stuff,” said Helf, a Manitowoc teacher
with 35 years of experience. “I really think that teachers
do like life-long learning.”
Helf said she believes teachers would rather renew their licenses
through self-crafted, peer-reviewed professional development plans
rather than six credits of college courses.
The new system entrusts teachers to determine their professional
growth by devising and completing a plan that also gives them
credit for extra work such as membership on the district’s
curriculum committee.
While all new teachers are required to earn license renewals
by completing development plans, veteran teachers may still earn
renewal by completing six college credits.
Helf said renewal by a development plan is not only cheaper,
it also is “more relevant” to their careers.
Before PI 34 took effect in August 2004, Helf said, most teachers
were rarely asked about the benefit of the six credits earned
for renewal or even whether the content was reflected in their
classroom methods.
Helf stressed there is a difference between the process teachers
use to renew their licenses and the process a district may use
to evaluate teachers. Evaluation determines how long a teacher
stays in a district; the license determines how long a person
stays in the profession, she said.
Even though Helf is excited and optimistic about the future of
the new licensing program, “I understand there are going
to be challenges,” she said.
“And the first challenge is going to be funding.” Duties of the Professional Standards Council
Resource Page on
Teacher Licensing Posted March 4, 2005 |