PI 34.001(1)(1)“Accredited” means that an institution of higher education meets accepted criteria of quality, as established by a regional institutional accrediting agency, a national institutional accrediting agency, or a programmatic accrediting organization recognized by the U.S. department of education, and the institution of higher education is listed in the U.S. department of education’s database of accredited postsecondary institutions and programs.
PI 34.001(2)(2)“Approved program” means an educator preparation program approved by the state superintendent under subch. III.
PI 34.001(3)(3)“Baccalaureate or bachelor’s degree” means a degree awarded by an accredited college or university to a person who has completed undergraduate studies.
PI 34.001(4)(4)“CESA” means a cooperative educational service agency.
PI 34.001(5)(5)“Clinical program” means supervised experiences in a school setting which provide practical experience for students, including pre-student teaching, student teaching, practicum, and internships.
PI 34.001(6)(6)“Department” means the department of public instruction.
PI 34.001(7)(7)“Educational interpreter” means an individual who interprets for pupils who are deaf or hard of hearing.
PI 34.001(8)(8)“Educator preparation program” means the sequence of courses included in a baccalaureate or bachelor’s degree program or post baccalaureate program or the training provided by an entity for preparing professional school personnel for licensure.
PI 34.001(9)(9)“Full-time” means employment under contract with a school district as a teacher, administrator, pupil services professional, or related services professional for the duration of the school year.
PI 34.001(10)(10)“Institution” means one or more accredited, four-year, baccalaureate or bachelor’s degree granting institutions of higher education offering an educator preparation program.
PI 34.001(11)(11)“Institutional endorsement” means written verification from an accredited educator preparation program that an individual has satisfactorily completed the program or its equivalent and is recommended for a specific license.
PI 34.001(11m)(11m)“Kindergarten” includes 4-year-old or 5-year-old-kindergarten.
PI 34.001(12)(12)“License” means a license, permit, or certificate issued by the state superintendent under s. 115.28 (7), Stats., or ch. 118, Stats.
PI 34.001(13)(13)“License area” means the subject matter and grade, or the position a license authorizes an individual to teach or work in.
PI 34.001(14)(14)“License program content guidelines” means the knowledge and skill requirements for a particular license type.
PI 34.001(15)(15)“Master’s degree” means a degree awarded by an accredited graduate school or institution to a person who has completed at least one year of graduate study.
PI 34.001(16)(16)“Post-baccalaureate” means a sequence of graduate courses that lead to endorsement for licensure but not a graduate degree.
PI 34.002PI 34.002Teacher standards.Except as otherwise provided in this chapter, to receive a license to teach under subch. VI, an applicant shall complete an approved program and demonstrate proficient performance in the knowledge, skills, and dispositions in all of the following:
PI 34.002(1)(1)Pupil development. The teacher understands how pupils grow and develop, recognizing that patterns of learning and development vary individually within and across the cognitive, linguistic, social, emotional, and physical areas. The teacher designs and implements developmentally appropriate and challenging learning experiences for pupils.
PI 34.002(2)(2)Learning differences. The teacher uses his or her understanding of individual pupil differences and diverse cultures and communities to ensure inclusive learning environments that enable each pupil to meet high standards.
PI 34.002(3)(3)Learning environments. The teacher works with others to create environments that support individual and collaborative learning, and that encourage positive social interaction, active engagement in learning, and self-motivation.
PI 34.002(4)(4)Content knowledge. The teacher understands the central concepts, tools of inquiry, and structures of each discipline he or she teaches. The teacher creates learning experiences that make the discipline accessible and meaningful for pupils to assure mastery of the content.
PI 34.002(5)(5)Application of content. The teacher understands how to connect concepts and use differing perspectives to engage pupils in critical thinking, creativity, and collaborative problem solving related to authentic local and global issues.
PI 34.002(6)(6)Assessment. The teacher understands and uses multiple methods of assessment to engage pupils in their own growth, to monitor pupil progress, and to guide the teacher’s and pupil’s decision making.
PI 34.002(7)(7)Planning for instruction. The teacher plans instruction that supports every pupil in meeting rigorous learning goals by drawing upon knowledge of content areas, curriculum, cross-disciplinary skills, pedagogy, pupils, and pupils’ communities.
PI 34.002(8)(8)Instructional strategies. The teacher understands and uses a variety of instructional strategies to encourage pupils to develop a deep understanding of content areas and their connections, and to develop skills to apply knowledge in a meaningful way.
PI 34.002(9)(9)Professional learning and ethical practice. The teacher engages in ongoing professional learning. The teacher uses evidence to continuously evaluate the teacher’s practice, including the effects of the teacher’s choices and actions on pupils, their families, other educators, and the community. The teacher adapts the teacher’s practice to meet the needs of each pupil.
PI 34.002(10)(10)Leadership and collaboration. The teacher seeks appropriate leadership roles and opportunity in order to take responsibility for pupil learning, to collaborate with pupils, their families, educators, and the community, and to advance the profession.
PI 34.003PI 34.003Administrator standards.Except as otherwise provided in this chapter, to receive a school administration license under subch. VIII, an applicant shall complete an approved program in school administration and demonstrate proficient performance in all of the following knowledge, skills, and dispositions under all of the following standards:
PI 34.003(1)(1)Mission, vision, and core values. Effective educational leaders develop, advocate, and enact a shared mission, vision, and core values of high-quality education, academic success, and well-being of each pupil.
PI 34.003(2)(2)Ethics and professional norms. Effective educational leaders act ethically and according to professional norms to promote each pupil’s academic success and well-being.
PI 34.003(3)(3)Equity and cultural responsiveness. Effective educational leaders strive for equity of educational opportunity and culturally responsive practices to promote each pupil’s academic success and well-being.
PI 34.003(4)(4)Curriculum, instruction, and assessment. Effective educational leaders develop and support intellectually rigorous and coherent systems of curriculum, instruction, and assessment to promote each pupil’s academic success and well-being.
PI 34.003(5)(5)Care and support. Effective educational leaders cultivate an inclusive, caring, and supportive school community to promote each pupil’s academic success and well-being.
PI 34.003(6)(6)Professional capacity of school personnel. Effective educational leaders develop the professional capacity and practice of school personnel to promote each pupil’s academic success and well-being.
PI 34.003(7)(7)Professional community. Effective educational leaders foster a professional community of teachers and other professional staff to promote each pupil’s academic success and well-being.
PI 34.003(8)(8)Meaningful engagement. Effective educational leaders engage families and the community in meaningful, reciprocal, and mutually beneficial ways to promote each pupil’s academic success and well-being.
PI 34.003(9)(9)Operations and management. Effective educational leaders effectively manage school operations and resources to promote each pupil’s academic success and well-being.
PI 34.003(10)(10)School improvement. Effective educational leaders act as agents of continuous school improvement to promote each pupil’s academic success and well-being.
PI 34.003(11)(11)Teacher standards. Effective educational leaders understand and demonstrate competence in the teacher standards under s. PI 34.002.
PI 34.004PI 34.004Pupil services standards.Except as otherwise provided in this chapter, to receive a license in a pupil services category under subch. VII, an applicant shall complete an approved program and demonstrate proficient performance in the knowledge, skills, and dispositions in all of the following:
PI 34.004(1)(1)Teacher standards. The pupil services professional understands the teacher standards under s. PI 34.002.
PI 34.004(2)(2)Pupil learning and well-being. The pupil services professional understands the complexities of learning and has knowledge of comprehensive, coordinated practice strategies that support pupil learning, health, safety and development.
PI 34.004(3)(3)Research. The pupil services professional can use research, research methods, and knowledge about issues and trends to improve practice in schools and classrooms.
PI 34.004(4)(4)Professional ethics. The pupil services professional understands and represents professional ethics and social behaviors appropriate for schools and the community.
PI 34.004(5)(5)Pupil service programs. The pupil services professional understands the organization, development, management and content of collaborative and mutually supportive pupil services programs within educational settings.
PI 34.004(6)(6)Positive learning outcomes. The pupil services professional is able to address comprehensively the wide range of social, emotional, behavioral, and physical issues and circumstances which may impact pupils’ abilities to achieve positive learning outcomes through development, implementation and evaluation of system-wide interventions and strategies.
PI 34.004(7)(7)Successful interactions. The pupil services professional is able to interact successfully with pupils, parents, professional educators, employers, and community support systems such as juvenile justice, public health, human services and adult education.
PI 34.005PI 34.005Applicability.This subchapter governs the state superintendent’s review and approval of educator preparation programs under ss. 115.28 (7) and 118.19 (3), Stats., beginning on the effective date of this chapter.
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Published under s. 35.93, Stats. Updated on the first day of each month. Entire code is always current. The Register date on each page is the date the chapter was last published.
