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 34.001(17)(17) “Pupil” means a minor child or an individual enrolled in an elementary or secondary education program. PI 34.001(19)(19) “State superintendent” means the state superintendent of public instruction or a designee. PI 34.001(20)(20) “Student” means an individual enrolled in an educator preparation program. PI 34.001 HistoryHistory: CR 17-093: cr. Register July 2018 No. 751, eff. 8-1-18; EmR1909: emerg. am. (8), (11), cr. (11m), eff. 1-14-19; CR 19-034: am. (8), (11), cr. (11m) Register February 2020 No. 770, eff. 3-1-20; CR 24-010: cr. (4m), (16m) Register July 2024 No. 823, eff. 8-1-24. PI 34.002PI 34.002 Teacher 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 34.002 HistoryHistory: CR 17-093: cr. Register July 2018 No. 751, eff. 8-1-18. PI 34.003PI 34.003 Administrator 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.