The Quality Educator Initiative PI 34

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The Quality Educator Initiative PI 34
Restructuring Educator Preparation and
Licensing
Wisconsin Department of Public Instruction -
Elizabeth Burmaster, State Superintendent
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PI 34 - The Quality Educator Initiative

• Introduction
• The purpose of this program is
• to provide both a background and
• overview of the Quality Educator
• Initiative PI 34, as it affects
• educator licensure in Wisconsin.

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PI 34 - The Quality Educator Initiative
Program Parts

• Part 1 - Background to PI 34 The Quality
  Educator Initiative
• Part 2 A New System
• Part 3 Career-long Professional Development
• Part 4 The Professional Development Plan (PDP)
• Conclusion and Resources

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PART 1 Background

• The need for a new system of educator
  preparation
• and professional development emerged in the last
  decades of the 20th century. Driving the
  movement for change were a number of beliefs

• that standards should guide what students know
  and are able to do, and
• that greater accountability within a
  results-driven system would improve student
  learning.

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PART 1 Background

• For this purpose, the State Superintendent of
  Public Instruction appointed an Education
  Taskforce in 1994 to study, develop, and
  recommend a new system for preparing and
  licensing educators.
• State, national, and global trends
• influenced their work.

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PART 1 Background

• The state, national, and global trends include
  the following
• Technology is changing the tools of learning.
• Technology is changing the nature of work.
• With the speed and ease of travel, boundaries
  separating countries and nations are shrinking.
• The gap between wealth and poverty is increasing.

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PART 1 Background

• And each of these trends impacts education
• Educators and students have instant access to
  information.
• There continues to be a rapid expansion of
  knowledge.
• Diverse student populations represent an
  increasingly interconnected world.
• There is an inequitable access to a quality
  education, especially for children of color and
  the economically disadvantaged.

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PART 1 Background

• The work of the task force resulted in a plan
  that
• Creates a shared vision of what educators should
  know and be able to do to improve student
  learning
• Develops career-long professional development
• Creates performance based assessment of
  preparation and practice
• Addresses challenges and opportunities presented
  by diverse student populations
• Improves access to equitable educational
  opportunities for all students

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PART 2 - A New System
As a result of the recommendations of the
Education Taskforce and the contributions of
Wisconsin citizens, Wisconsin Administrative
Code PI 34 - the Wisconsin Quality Educator
Initiative, was adopted in 2000.
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PART 2 - A New System

• The foundation for the new system is the
• Wisconsin Educator Standards.

There are 10 standards for teachers and 7
standards each for pupil services professionals
and administrators. Knowledge of the 10 teacher
standards is the first standard for both pupil
services and administrator standards. The
Standards require the demonstration of
proficiency with regard to knowledge, skills and
dispositions. The measure of what educators must
know and do is no longer a list of courses and
credits.
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PART 2 - A New System

• A complete list of the educator standards,
  including those for pupil services and
  administrators, is referenced in the resource
  section of this program. Following are the 10
  Wisconsin teacher standards

(1) The teacher understands the central
concepts, tools of inquiry, and structures of the
disciplines he or she teaches and can create
learning experiences that make these aspects of
subject matter meaningful for pupils. (2) The
teacher understands how children with broad
ranges of ability learn and provides instruction
that supports their intellectual, social, and
personal development.
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PART 2 - A New System

• (3) 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.
• (4) The teacher understands and uses a variety of
  instructional strategies, including the use of
  technology to encourage childrens development of
  critical thinking, problem solving, and
  performance skills.
• (5) 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 selfmotivation.

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PART 2 - A New System

• (6) 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.
• (7) The teacher organizes and plans systematic
  instruction based upon knowledge of subject
  matter, pupils, the community, and curriculum
  goals.
• (8) The teacher understands and uses formal and
  informal assessment strategies to evaluate and
  ensure the continuous intellectual, social, and
  physical development of the pupil.

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PART 2 - A New System
(9) The teacher is a reflective practitioner who
continually evaluates the effect of his/her
choices and actions on pupils, parents,
professionals in the learning community and
others and who actively seeks out opportunities
to grow professionally.
(10) The teacher fosters relationships with
school colleagues, parents, and agencies in the
larger community to support pupil learning and
well being and who acts with integrity, fairness
and in an ethical manner.
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PART 2 - A New System

• Building upon the educator standards are the
  Institution of Higher Education (IHE) program
  assessment and evaluation requirements
• A performance assessment system for students
• A student portfolio of evidence showing entry
  level proficiency in each of the standards
• Increasingly complex performance tasks for
  students, with multiple measures over time
• Follow-up studies on graduates

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PART 2 - A New System

• PI 34 Requirements for IHE Support of Schools
• In-service or training for new cooperating
  teachers
• In-service or training for current cooperating
  teachers
• Professional development opportunities to school
  district personnel to support PI 34
  implementation
• Select or identify faculty or adjunct faculty for
  initial educator PDP teams

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PART 2 - A New System

• 3. PI 34 requirements for
• Wisconsin School Districts
• ongoing orientation for the initial educator
• support seminars for the initial educator
• qualified, trained mentor for the initial
  educator
• designated administrator(s) to serve on the
  initial educators PDP teams

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PART 2 - A New System

• PI 34 Requirements for the
• Department of Public Instruction
• accountability and state oversight of educator
  preparation programs
• approval and monitoring of all educator
  preparation programs that lead to licensure in
  Wisconsin
• licensing of all educators in Wisconsin

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PART 3 The Framework for Career-Long
Professional Development
Educator Preparation
Master Educator option
Professional Educator
Initial Educator
Career-long professional development
Performance Standards Foundation
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PART 3 Professional Development

• Stages in Career-Long
• Professional Development
• Stage 1. Educator Preparation
• IHE program including clinical experiences
• Stage 2. Initial Educator
• An initial educator under PI 34 has successfully
  completed an approved program after August 31,
  2004 and is issued an Initial Educator License by
  the Department for the first time in a particular
  category (teaching, pupil service,
  administration).

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PART 3 Professional Development
Stage 2. Initial Educator continued

• The Initial Educator License is a 3-5 year
  license and is non-renewable unless the
  individual has not been employed as an educator
  for at least 3 yrs. within the 5-year period.
• An initial educator advances to professional
  level licensure after successfully completing a
  PDP and has at least 3 years of experience.

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PART 3 Professional Development

• Stage 2. Initial Educator continued
• The initial educator must develop, implement and
  document a Professional Development Plan (PDP) -
• that addresses 2 or more Educator Standards,
• that demonstrates professional growth,
• and the impact of the professional growth on
  student learning.

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PART 3 Professional Development

• Stage 2. Initial Educator continued
• The PDP Team is convened at the initiation of the
  initial educator.
• The Team, comprised of 3 trained educators, is
  responsible for review and approval of the
  initial educators PDP goal(s) as well as
  verification of the plan after it has been
  completed.

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PART 3 Professional Development

• Stage 2. Initial Educator continued
• The initial educator three member team includes
• a peer in the same subject or grade level (not
  the mentor)
• an administrator (district responsibility)
  preferably not the direct supervisor and
• a representative from an approved Wisconsin
  institution of higher education (IHE).
• A majority of the three-member team must approve
  the goal and verify successful completion of the
  PDP. Appeals of verification decisions can be
  made to the state superintendent.

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PART 3 Professional Development

• Stage 3. Professional Educator

• A 5 year professional educator license is issued
  to an educator who has completed all requirements
  at the initial educator stage.
• Future renewal of the professional educator
  license requires successful completion of a
  5-year PDP.

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PART 3 Professional Development
Stage 3. Professional Educator

• Those professional educators who completed
  licensure programs prior to August 31, 2004, have
  the option of
• completing a PDP, or
• completing 6 university credits related to the
  area of licensure or the 10 educator standards.

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PART 3 Professional Development
Stage 3. Professional Educator continued

• The professional educator must develop,
  implement and document a 5-year PDP that
• addresses 2 or more Educator Standards,
• demonstrates professional growth,
• and shows the impact of the professional growth
  on student learning.

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PART 3 Professional Development
Stage 3. Professional Educator continued
The Professional Educators PDP -

• Team is convened at the initiation of the
  professional educator.
• The team reviews and verifies the completion of
  the plan.
• Each professional educator PDP team includes
• Three licensed classroom teachers OR
• Three licensed pupil service professionals OR
• Three licensed administrators.

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PART 3 Professional Development
Stage 3. Professional Educator continued
The Professional Educators PDP -

• A majority of the team must verify successful
  completion of the PDP.
• Appeals of decisions can be made to the state
  superintendent.
• The Professional Educator License is issued for 5
  years and is renewable.

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PART 3 Professional Development
Stage 4. Master Educator

• The MASTER EDUCATOR license is OPTIONAL for a
  professional educator who has had at least 5
  years of successful experience at that licensure
  stage.

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PART 3 Professional Development
Stage 4. Master Educator
The Master Educator License may be earned
through successful completion of the Wisconsin
Master Educator Assessment Process (WMEAP) OR
through National Board Certification, and is
issued for a 10 year period.
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PART 3 Professional Development
Stage 4. Master Educator Continued

• Pre-requisites for the Wisconsin Master Educator
  Assessment Process include
• A Masters Degree in an education related field
• 5 years of successful professional experience at
  the professional educator level
• Evidence of contributions to the profession
• Evidence of student learning

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PART 4 THE PROFESSIONAL DEVELOPMENT PLAN (PDP)

• The Professional Development Plan
• is evidence-based
• documents targeted professional growth
• is based on the WI educator standards and
• demonstrates an impact on student learning.

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PART 4 The PDP

• Steps in creating and completing a PDP
• Step 1- Self reflection
• The self reflection process is influenced by
  ones professional situation, experiences, and
  self-improvement goals. Linked to two or more of
  the WI educator standards, self-reflection
  provides the foundation for drafting a PDP.
• Tools to help focus self-reflection are
  available on the TEPDL website and listed in the
  resource section of this program.

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PART 4 The PDP

• Step 2 - PDP Components
• Include
• Description of educational situation - context
• Description of the goal(s)
• Rationale for each goal with links to
  self-reflection, educational situation and
  standards
• Objectives, activities and timelines, and
• A plan that includes collaboration with others to
  meet each goal

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PART 4 The PDP
Step 3 Documentation and Evidence
Successful completion of the PDP may include
the following types of assessments and
documentation

• student performance measures
• samples of pupil work
• curriculum adaptations
• evidence of in-district work

• college, university or technical college course
  work
• journal entries documenting samples
• action research projects and results

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PART 4 The PDP

• Step 3 - Annual review of the PDP

Step 3 Annual Review

• The educator must document
• annual reviews that provide
• a description of activities
• reflections
• and activity completion dates

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PART 4 The PDP

• Step 4 - Successful completion of the PDP
• Shows evidence of professional growth and student
  learning
• Provides a summary of professional growth
• Provides a summary of the plans effect on
  student learning

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Conclusion

• Improving the system for preparing and licensing
  educators began over 10 years ago with the
  involvement of Wisconsin citizens who identified
  needs and established goals. The contributions
  of hundreds of key Wisconsin representatives
  from
• professional education associations,
• colleges and universities,
• legislators,
• business and industry representatives,
• CESAs, and
• educators from both public and private P-12
  schools
• helped to shape the system of educator
  preparation and career long professional
  development that became the Quality Educator
  Initiative PI 34.

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PI 34 Resources for Educators

• TEPDL Home Page http//dpi.wi.gov/tepdl/index.html
  
• PI 34 Rules http//dpi.wi.gov/tepdl/pi34.html
• PDP resources http//dpi.wi.gov/tepdl/pdp.html
• PI 34 Implementation Issues http//dpi.wi.gov/tepd
  l/qualedinit.html
• PDP Trainings http//dpi.wi.gov/tepdl/pdptrain.htm
  l
• Educator standards http//dpi.wi.gov/tepdl/standar
  ds.html
• Master Educator http//dpi.wi.gov/tepdl/wmeapsumm.
  html
• National Board Teacher Certification
  http//dpi.wi.gov/tepdl/nb.html
• DPI Home Page http//dpi.wi.gov/index.html