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The Quality Educator Initiative PI 34

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Wisconsin Administrative Code PI 34. 1. Wisconsin Department of Public Instruction ... The purpose of this program is. to provide both a background and ... – PowerPoint PPT presentation

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Title: The Quality Educator Initiative PI 34


1
The Quality Educator Initiative PI 34
Restructuring Educator Preparation and
Licensing
Wisconsin Department of Public Instruction -
Elizabeth Burmaster, State Superintendent
2
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.

3
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

4
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.

5
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.

6
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.

7
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.

8
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

9
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.
10
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.
11
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.
12
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.

13
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.

14
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.
15
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

16
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

17
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

18
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

19
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
20
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).

21
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.

22
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.

23
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.

24
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.

25
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.

26
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.

27
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.

28
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.

29
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.

30
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.

31
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.
32
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

33
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.

34
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.

35
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

36
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

37
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

38
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

39
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.

40
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
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