The Quality Educator Initiative PI 34

1. Wisconsin Administrative Code PI 34 1 The Quality Educator Initiative PI 34 PI 34, the Quality Educator Initiative, created a new vision and system for improving the preparation and licensing of educators. PI 34, the Quality Educator Initiative, created a new vision and system for improving the preparation and licensing of educators.

2. Wisconsin Administrative Code PI 34 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. This on-line module is intended for educators who plan to serve as Professional Development Team (PDP) members and is the prerequisite for the one-day PDP team training workshop.This on-line module is intended for educators who plan to serve as Professional Development Team (PDP) members and is the prerequisite for the one-day PDP team training workshop.

3. Wisconsin Administrative Code PI 34 3 PI 34 - The Quality Educator Initiative 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 This program has four parts. Part 1 discusses the need and vision for a new system. Part 2 describes the features of the new system and the role of educator standards. Part 3 lays out the stages of career-long professional development Part 4 identifies the components of the professional development plan (PDP) The conclusion outlines the importance of service on a PDP as well as ethical considerations. This program has four parts. Part 1 discusses the need and vision for a new system. Part 2 describes the features of the new system and the role of educator standards. Part 3 lays out the stages of career-long professional development Part 4 identifies the components of the professional development plan (PDP) The conclusion outlines the importance of service on a PDP as well as ethical considerations.

4. Wisconsin Administrative Code PI 34 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: Dissatisfaction with teacher education and professional development echoed national calls for change and improvement and focused on a number of beliefs. One of the beliefs dealt with standards. While teachers in the PK-12 public school system were asked to align their instructional curriculum for students with the Wisconsin Model Academic Standards, there were no standards for colleges and universities to guide what educator candidates should know and be able to do to complete a preparation program. Another belief called for greater accountability within a results-driven system for the preparation of educators and for the on-going professional development of educators that linked more directly to improved student learning. Dissatisfaction with teacher education and professional development echoed national calls for change and improvement and focused on a number of beliefs. One of the beliefs dealt with standards. While teachers in the PK-12 public school system were asked to align their instructional curriculum for students with the Wisconsin Model Academic Standards, there were no standards for colleges and universities to guide what educator candidates should know and be able to do to complete a preparation program. Another belief called for greater accountability within a results-driven system for the preparation of educators and for the on-going professional development of educators that linked more directly to improved student learning.

5. Wisconsin Administrative Code PI 34 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. The beginning of PI 34 took root in 1994, when the State Superintendent for Public Instruction appointed a state-wide education taskforce. It would be another decade before the results of the work they began would be in place with the entry of the first teacher education graduates into the work force in 2004. The beginning of PI 34 took root in 1994, when the State Superintendent for Public Instruction appointed a state-wide education taskforce. It would be another decade before the results of the work they began would be in place with the entry of the first teacher education graduates into the work force in 2004.

6. Wisconsin Administrative Code PI 34 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. The technology of the past (blackboards, textbooks, one teacher per classroom, libraries filled with books�) is now being supplemented, and in some cases, replaced by new technologies (laptop computers, on-line classes, multi-media labs, instant connections across the globe via the internet, instant access to information�) Technology is changing the world of work. Today, work requires speed, flexibility, responsiveness and timely on-the-job development of professional knowledge and skills. Flexible and fluid leadership based on problems and roles are important skills in an increasingly complex work environment, with workers requiring targeted professional development based on identified and continuously changing needs. With the shrinking of national boundaries by rapid forms of transportation, as well as global conflicts and decreasing world resources, there is an increasing number and diversity of migrating peoples. In March of 2004, for example, Wisconsin enrolled students who spoke over 75 languages as their first language in the K-12 educational system. Of those more than 75 languages, 218 school districts had students enrolled who spoke Spanish as their first language, 92 had Hmong students, 56 had Mandarin-Chinese students, and 49 Wisconsin school districts had Russian speaking students. The gap between wealth and poverty in Wisconsin, as well as the United States, is growing. Educational resources are declining at the same time that the instructional needs of children of color and economically disadvantaged students are rising. The State Superintendent�s New Wisconsin Promise -- the commitment to ensure the opportunity of a quality education for every child, challenges all community members to work together to address issues that prevent an equitable education. The technology of the past (blackboards, textbooks, one teacher per classroom, libraries filled with books�) is now being supplemented, and in some cases, replaced by new technologies (laptop computers, on-line classes, multi-media labs, instant connections across the globe via the internet, instant access to information�) Technology is changing the world of work. Today, work requires speed, flexibility, responsiveness and timely on-the-job development of professional knowledge and skills. Flexible and fluid leadership based on problems and roles are important skills in an increasingly complex work environment, with workers requiring targeted professional development based on identified and continuously changing needs. With the shrinking of national boundaries by rapid forms of transportation, as well as global conflicts and decreasing world resources, there is an increasing number and diversity of migrating peoples. In March of 2004, for example, Wisconsin enrolled students who spoke over 75 languages as their first language in the K-12 educational system. Of those more than 75 languages, 218 school districts had students enrolled who spoke Spanish as their first language, 92 had Hmong students, 56 had Mandarin-Chinese students, and 49 Wisconsin school districts had Russian speaking students. The gap between wealth and poverty in Wisconsin, as well as the United States, is growing. Educational resources are declining at the same time that the instructional needs of children of color and economically disadvantaged students are rising. The State Superintendent�s New Wisconsin Promise -- the commitment to ensure the opportunity of a quality education for every child, challenges all community members to work together to address issues that prevent an equitable education.

7. Wisconsin Administrative Code PI 34 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. Most students have instant access to information during and beyond the school day and year. As knowledge continues to expand rapidly, students need a solid education foundation and the skills needed to access and evaluate new knowledge. Students need to work with diverse groups of people, to think critically and approach solving problems with flexibility and adaptability. Education systems are challenged to eliminate the achievement gap so that all students are prepared to participate as well informed citizens in a democracy and to have the knowledge and skills needed to participate successfully in the workforce.Most students have instant access to information during and beyond the school day and year. As knowledge continues to expand rapidly, students need a solid education foundation and the skills needed to access and evaluate new knowledge. Students need to work with diverse groups of people, to think critically and approach solving problems with flexibility and adaptability. Education systems are challenged to eliminate the achievement gap so that all students are prepared to participate as well informed citizens in a democracy and to have the knowledge and skills needed to participate successfully in the workforce.

8. Wisconsin Administrative Code PI 34 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 The task force recommendations called for career-long educator preparation to be achieved by greater collaboration between the DPI, higher education, and the P-12 system. One recommendation cited a need to redefine roles and standards for educator performance to build a broad intergenerational base of support to help develop and sustain a new system. The task force recommendations called for career-long educator preparation to be achieved by greater collaboration between the DPI, higher education, and the P-12 system. One recommendation cited a need to redefine roles and standards for educator performance to build a broad intergenerational base of support to help develop and sustain a new system.

9. Wisconsin Administrative Code PI 34 9 PART 2 - A New System Wisconsin Administrative Code � PI 34 was adopted in 2000 through the involvement and support of all Wisconsin education stakeholders, including legislators, business and industry representatives, college, university and technical colleges, professional organizations, unions, school board members, parents and educators.Wisconsin Administrative Code � PI 34 was adopted in 2000 through the involvement and support of all Wisconsin education stakeholders, including legislators, business and industry representatives, college, university and technical colleges, professional organizations, unions, school board members, parents and educators.

10. Wisconsin Administrative Code PI 34 10 PART 2 - A New System The foundation for the new system is the Wisconsin Educator Standards. The Standards require the demonstration of proficiency with regard to educator content knowledge, skills and dispositions. The 10 educator standards also form the basis for the pupil services and administrator standards. Simply taking courses and credits is no longer sufficient for becoming a licensed educator in Wisconsin.The Standards require the demonstration of proficiency with regard to educator content knowledge, skills and dispositions. The 10 educator standards also form the basis for the pupil services and administrator standards. Simply taking courses and credits is no longer sufficient for becoming a licensed educator in Wisconsin.

11. Wisconsin Administrative Code PI 34 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. (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 children�s 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 self�motivation.(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. (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 children�s 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 self�motivation.

12. Wisconsin Administrative Code PI 34 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 children�s 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 self�motivation.

13. Wisconsin Administrative Code PI 34 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. (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. (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.(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. (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.

14. Wisconsin Administrative Code PI 34 14

15. Wisconsin Administrative Code PI 34 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 New assessment and evaluation requirements are key to understanding changes in educator preparation. Moving from an emphasis on courses and credits to performance based assessment system for students is a significant change. The IHE now focuses on and assesses what students know and are able to do. The successful student portfolio of evidence must demonstrate beginning level proficiency in the knowledge, skills and dispositions under the 10 WI educator standards, 7 administrator standards or 7 pupil service standards The IHE is required to adopt and use multiple assessment measures over time with increasingly complex tasks for education students. Along with follow-up studies on their graduates, IHEs are required to submit annual reports to the DPI.New assessment and evaluation requirements are key to understanding changes in educator preparation. Moving from an emphasis on courses and credits to performance based assessment system for students is a significant change. The IHE now focuses on and assesses what students know and are able to do. The successful student portfolio of evidence must demonstrate beginning level proficiency in the knowledge, skills and dispositions under the 10 WI educator standards, 7 administrator standards or 7 pupil service standards The IHE is required to adopt and use multiple assessment measures over time with increasingly complex tasks for education students. Along with follow-up studies on their graduates, IHEs are required to submit annual reports to the DPI.

16. Wisconsin Administrative Code PI 34 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 DPI approved IHEs are required to support the implementation of PI34 in Wisconsin School Districts. These requirements are reported and reviewed by the DPI. The requirements include: 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 such as mentor training, writing the professional development plan, or advanced content and instructional studies. Select or identify faculty or adjunct faculty to serve as members of initial educator PDP teamDPI approved IHEs are required to support the implementation of PI34 in Wisconsin School Districts. These requirements are reported and reviewed by the DPI. The requirements include: 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 such as mentor training, writing the professional development plan, or advanced content and instructional studies. Select or identify faculty or adjunct faculty to serve as members of initial educator PDP team

17. Wisconsin Administrative Code PI 34 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 educator�s PDP teams Like IHEs, Wisconsin School Districts also have requirements regarding the implementation of PI 34. These include: Ongoing orientation for the initial educator that has been collaboratively developed by the local education community Initial educator support seminars reflecting the Wisconsin educator standards and the mission and goals of the school district Providing a qualified, trained mentor for the initial educator (�qualified� means holding an appropriate license). The mentoring period may be for less than 5 years. In addition, the mentor must be an educator and a colleague and be trained to provide support, assistance and feedback to the initial educator. However the mentor must not be part of the formal employment evaluation process or serve on the initial educator�s PDP team. Designate administrator(s) for the initial educator PDP team(s)Like IHEs, Wisconsin School Districts also have requirements regarding the implementation of PI 34. These include: Ongoing orientation for the initial educator that has been collaboratively developed by the local education community Initial educator support seminars reflecting the Wisconsin educator standards and the mission and goals of the school district Providing a qualified, trained mentor for the initial educator (�qualified� means holding an appropriate license). The mentoring period may be for less than 5 years. In addition, the mentor must be an educator and a colleague and be trained to provide support, assistance and feedback to the initial educator. However the mentor must not be part of the formal employment evaluation process or serve on the initial educator�s PDP team. Designate administrator(s) for the initial educator PDP team(s)

18. Wisconsin Administrative Code PI 34 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 The DPI is required to provide oversight of educator preparation programs. Once every five years the DPI conducts a comprehensive on-site review of approved IHE programs that lead to licensure. This includes the review of all developmental levels and licensure content programs. In addition the DPI must approve and monitor every new program developed and proposed by IHEs, including alternative, experimental, and innovative programs The DPI is required to provide oversight of educator preparation programs. Once every five years the DPI conducts a comprehensive on-site review of approved IHE programs that lead to licensure. This includes the review of all developmental levels and licensure content programs. In addition the DPI must approve and monitor every new program developed and proposed by IHEs, including alternative, experimental, and innovative programs

19. Wisconsin Administrative Code PI 34 19 PART 3  The Framework for Career-Long Professional Development The framework for career-long professional development is based on a foundation of performance standards. These include the educator standards, IHE program standards and the PK-12 content standards. Educator preparation, and the initial educator - professional educator � master educator option stages are described in the section that follows.The framework for career-long professional development is based on a foundation of performance standards. These include the educator standards, IHE program standards and the PK-12 content standards. Educator preparation, and the initial educator - professional educator � master educator option stages are described in the section that follows.

20. Wisconsin Administrative Code PI 34 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). Stages 1 and 2 are closely related. After successfully completing the educator preparation program, the IHE certifies to the DPI that the teacher candidate has met the requirements for licensure as an initial educator. The DPI then issues the candidate an initial educator license.Stages 1 and 2 are closely related. After successfully completing the educator preparation program, the IHE certifies to the DPI that the teacher candidate has met the requirements for licensure as an initial educator. The DPI then issues the candidate an initial educator license.

21. Wisconsin Administrative Code PI 34 21 Unless the initial educator has not been employed as an educator for at least 3 yrs. within the 5-year period, the 3-5 year license is non-renewable. Unless the initial educator has not been employed as an educator for at least 3 yrs. within the 5-year period, the 3-5 year license is non-renewable.

22. Wisconsin Administrative Code PI 34 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. To advance to professional level licensure, the initial educator must develop, implement and document a Professional Development Plan (PDP), addressing 2 or more Educator Standards, that demonstrates professional growth, and impact of the PDP on student learning. To advance to professional level licensure, the initial educator must develop, implement and document a Professional Development Plan (PDP), addressing 2 or more Educator Standards, that demonstrates professional growth, and impact of the PDP on student learning.

23. Wisconsin Administrative Code PI 34 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 educator�s PDP goal(s) as well as verification of the plan after it has been completed. The initial educator is responsible for beginning the PDP process by developing a plan and then convening the PDP team. The team is responsible for review and approval of the initial educator�s PDP goal(s). After completion of the plan, the initial educator reconvenes the team so that the plan can be reviewed for completion and then verified. The use of an electronic PDP system will affect how the team is convened and the process of review and approval or verification.The initial educator is responsible for beginning the PDP process by developing a plan and then convening the PDP team. The team is responsible for review and approval of the initial educator�s PDP goal(s). After completion of the plan, the initial educator reconvenes the team so that the plan can be reviewed for completion and then verified. The use of an electronic PDP system will affect how the team is convened and the process of review and approval or verification.

24. Wisconsin Administrative Code PI 34 24 The three member team includes: a peer in a similar subject or grade level; an administrator; and a representative from an approved Wisconsin IHE. The initial educator�s mentor is not permitted to serve on the PDP team as a mentor is expected to help the initial educator with development of the plan. In addition, the role of the mentor is one of confidential support and not supervisory, which is the responsibility or the principal or other designated supervisor. A majority of the three-member team must verify successful completion of the professional development plan. Appeals of decisions can be made to the state superintendent. The three member team includes: a peer in a similar subject or grade level; an administrator; and a representative from an approved Wisconsin IHE. The initial educator�s mentor is not permitted to serve on the PDP team as a mentor is expected to help the initial educator with development of the plan. In addition, the role of the mentor is one of confidential support and not supervisory, which is the responsibility or the principal or other designated supervisor. A majority of the three-member team must verify successful completion of the professional development plan. Appeals of decisions can be made to the state superintendent.

25. Wisconsin Administrative Code PI 34 25 PART 3  Professional Development Stage 3. Professional Educator For renewal of the five year professional educator license, educators who hold the professional license and who completed programs AFTER August 31, 2004 must successfully develop, implement and document the Professional Development Plan in order to renew the professional license. The process is similar to that of an initial educator except that the goal(s) do not need to be approved at the beginning of the cycle. For renewal of the five year professional educator license, educators who hold the professional license and who completed programs AFTER August 31, 2004 must successfully develop, implement and document the Professional Development Plan in order to renew the professional license. The process is similar to that of an initial educator except that the goal(s) do not need to be approved at the beginning of the cycle.

26. Wisconsin Administrative Code PI 34 26 Professional educators who were licensed under the PI 3 and PI 4 rules have the option of a PDP or IHE credit courses. Equivalency clock hours are no longer given for professional development that can be used to renew licenses.Professional educators who were licensed under the PI 3 and PI 4 rules have the option of a PDP or IHE credit courses. Equivalency clock hours are no longer given for professional development that can be used to renew licenses.

27. Wisconsin Administrative Code PI 34 27 PART 3  Professional Development 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. The professional educator must develop, implement and document a Professional Development Plan (PDP), addressing 2 or more Educator Standards, that demonstrates professional growth, and impact of the PDP on student learning. The professional educator must develop, implement and document a Professional Development Plan (PDP), addressing 2 or more Educator Standards, that demonstrates professional growth, and impact of the PDP on student learning.

28. Wisconsin Administrative Code PI 34 28 PART 3  Professional Development 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. The team is convened at the initiation of the professional educator. The team is responsible for review and verification of the plan after it has been completed. The three member team includes: Three licensed classroom teacher (if renewing a license as a teacher); OR Three licensed pupil service professionals (if renewing a license in pupil services); OR Three licensed administrators (if renewing a license in administration). The use of an electronic PDP system will affect how the team is convened as well as the process of review and approval or verification.The team is convened at the initiation of the professional educator. The team is responsible for review and verification of the plan after it has been completed. The three member team includes: Three licensed classroom teacher (if renewing a license as a teacher); OR Three licensed pupil service professionals (if renewing a license in pupil services); OR Three licensed administrators (if renewing a license in administration). The use of an electronic PDP system will affect how the team is convened as well as the process of review and approval or verification.

29. Wisconsin Administrative Code PI 34 29 A majority of the three-member team must verify successful completion of the professional development plan. Appeals of decisions can be made to the state superintendent. The professional educator license is renewable and is issued for a period of 5 years. A majority of the three-member team must verify successful completion of the professional development plan. Appeals of decisions can be made to the state superintendent. The professional educator license is renewable and is issued for a period of 5 years.

30. Wisconsin Administrative Code PI 34 30 PART 3  Professional Development The MASTER EDUCATOR license is OPTIONAL for a professional educator who has had at least 5 years of successful experience at that licensure stage. After achieving a Professional Educator License, an educator may choose to develop, implement and document, through a portfolio, mastery in their area of licensure. The master educator license is OPTIONAL and is aimed at licensure areas not addressed by National Board Certification. The National Board process includes most teaching categories. The Wisconsin Master Educator Assessment Process is therefore aimed primarily at administrators, pupil services staff, speech and language teachers and some excluded teaching categories of licensure.After achieving a Professional Educator License, an educator may choose to develop, implement and document, through a portfolio, mastery in their area of licensure. The master educator license is OPTIONAL and is aimed at licensure areas not addressed by National Board Certification. The National Board process includes most teaching categories. The Wisconsin Master Educator Assessment Process is therefore aimed primarily at administrators, pupil services staff, speech and language teachers and some excluded teaching categories of licensure.

31. Wisconsin Administrative Code PI 34 31 The Master Educator License may be earned through successful completion of the Wisconsin Master Educator Assessment Process and is issued for a 10 year period. Additional information about the Master Educator License is available on the DPI website listed under resources at the completion of this module. Regarding National Board Certification - Effective July 1, 2000, National Board Certified Teacher (NBCT) certification is accepted for the Master Educator License. Additional information about National Board Certification is also available on the DPI website.The Master Educator License may be earned through successful completion of the Wisconsin Master Educator Assessment Process and is issued for a 10 year period. Additional information about the Master Educator License is available on the DPI website listed under resources at the completion of this module. Regarding National Board Certification - Effective July 1, 2000, National Board Certified Teacher (NBCT) certification is accepted for the Master Educator License. Additional information about National Board Certification is also available on the DPI website.

32. Wisconsin Administrative Code PI 34 32 The requirements for the Master Educator License are rigorous as the process is patterned after the National Board requirements for teachers.The requirements for the Master Educator License are rigorous as the process is patterned after the National Board requirements for teachers.

33. Wisconsin Administrative Code PI 34 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. The PDP is an evidence based plan to document targeted professional growth and the impact on student learning.The PDP is an evidence based plan to document targeted professional growth and the impact on student learning.

34. Wisconsin Administrative Code PI 34 34 PART 4 � The PDP Steps in creating and completing a PDP Step 1- Self reflection The self reflection process is influenced by one�s 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. Self reflection should be done prior to writing the PDP and should be based on one�s educator preparation, professional situation, experiences, and be linked to the educator standards. Tools for this purpose are available on the TEPDL website. Self reflection should be done prior to writing the PDP and should be based on one�s educator preparation, professional situation, experiences, and be linked to the educator standards. Tools for this purpose are available on the TEPDL website.

35. Wisconsin Administrative Code PI 34 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 When the plan is written, attention should be paid to each of the requirements which are included on the step by step form available on the DPI website. The primary components of the plan are: Description of educational situation (context) Description of goal (The educator preparation IHE program exit portfolio can be a useful resource to inform the Initial Educator�s development of the goal of the PDP). Rationale for goal and link to self-reflection, educational situation and standards Objectives, activities and timelines, and Collaboration with others to meet the goal. Sample PDPs are also available on the DPI website. When the plan is written, attention should be paid to each of the requirements which are included on the step by step form available on the DPI website. The primary components of the plan are: Description of educational situation (context) Description of goal (The educator preparation IHE program exit portfolio can be a useful resource to inform the Initial Educator�s development of the goal of the PDP). Rationale for goal and link to self-reflection, educational situation and standards Objectives, activities and timelines, and Collaboration with others to meet the goal. Sample PDPs are also available on the DPI website.

36. Wisconsin Administrative Code PI 34 36 PART 4 � The PDP student performance measures samples of pupil work curriculum adaptations evidence of in-district work Documentation and evidence for the plan may include: whole group and individual student performance as measured by state, local, formal and informal assessments; samples of pupil work; action research projects and results; college, university or technical college course work; evidence of in-district work assignments outside of the classroom; journal entries documenting samples of pupil errors and analysis of teacher interpretations of errors; and curriculum adaptations for children with disabilities or other exceptionalities with related outcome measures. Documentation and evidence for the plan may include: whole group and individual student performance as measured by state, local, formal and informal assessments; samples of pupil work; action research projects and results; college, university or technical college course work; evidence of in-district work assignments outside of the classroom; journal entries documenting samples of pupil errors and analysis of teacher interpretations of errors; and curriculum adaptations for children with disabilities or other exceptionalities with related outcome measures.

37. Wisconsin Administrative Code PI 34 37 PART 4 � The PDP Step 3 - Annual review of the PDP Step 3- the educator must document an annual review of the PDP with an entry that describes activities that took place as well as reflections on the activities and completion dates, as appropriate. Step 4- describes the successful completion of the PDP and provides Evidence of professional growth and student learning Summary of professional growth Summary of effect on student learning There is a resource list for tools to assist in drafting a PDP on the DPI website, including electronic tools for the approval and verification of plans.Step 3- the educator must document an annual review of the PDP with an entry that describes activities that took place as well as reflections on the activities and completion dates, as appropriate. Step 4- describes the successful completion of the PDP and provides Evidence of professional growth and student learning Summary of professional growth Summary of effect on student learning There is a resource list for tools to assist in drafting a PDP on the DPI website, including electronic tools for the approval and verification of plans.

38. Wisconsin Administrative Code PI 34 38

39. Wisconsin Administrative Code PI 34 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. Restructuring the system for preparing and licensing educators began with identified needs and an appointed statewide taskforce. Following the taskforce recommendations, 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 NEW SYSTEM. The active involvement of education stakeholders continues to move the new system into place while improving the quality of teaching and learning for all students in Wisconsin schools. Restructuring the system for preparing and licensing educators began with identified needs and an appointed statewide taskforce. Following the taskforce recommendations, 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 NEW SYSTEM. The active involvement of education stakeholders continues to move the new system into place while improving the quality of teaching and learning for all students in Wisconsin schools.

40. Wisconsin Administrative Code 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/tepdl/qualedinit.html PDP Trainings http://dpi.wi.gov/tepdl/pdptrain.html Educator standards http://dpi.wi.gov/tepdl/standards.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