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Wisconsin Standards for Teacher Development and - UW

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Restructuring Teacher Education and
Licensing in Wisconsin - NEW RULES
Wisconsin Department of Public Instruction
EFFECTIVE DATES
Wisconsin Administrative Code
пЃ®
Old PI 4 (teacher education program
approval) replaced by PI 34 effective
July 1, 2000.
пЃ®
PI 3 (teacher licensing) is current. Will
be replaced by PI 34 effective July 1,
2004.
пЃ®
1st applies to students completing initial
licensure programs after 8/31/04
Wisconsin Standards For Teacher
Development and Licensure PI 34
W isc o nsin S ta nd a rd s
For
T e a c he r D e ve lo p m e nt a nd L ic e nsure
P re -se rvic e
A sse ssm e nt
a nd
S ta nd a rd s
L ic e nsing
a nd
C a re e r
S ta g e s
L ic e nsing
C a te g o rie s
What Are the 10 Basic Standards?
пЃ®The foundation for the
development and
assessment of a
performance based
quality teacher education
program.
пЃ®The basis for quality
professional development
for practicing educators.
Wisconsin Standards for Teacher
Development and Licensure
Standard # 1
The teacher understands the central
concepts, tools of inquiry, and
structures of the discipline(s) he or
she teaches and can create learning
experiences that make these aspects
of subject matter meaningful for
pupils.
Wisconsin Standards for Teacher
Development and Licensure
Standard # 2
The teacher understands how
children with broad ranges of ability
learn and provides instruction that
supports their intellectual, social, and
personal development.
Wisconsin Standards for Teacher
Development and Licensure
Standard # 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.
Wisconsin Standards for Teacher
Development and Licensure
Standard # 4
The teacher understands and uses a
variety of instructional strategies,
including technology to encourage
children’s development of critical
thinking, problem-solving, and
performance skills.
Wisconsin Standards for Teacher
Development and Licensure
Standard # 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.
Wisconsin Standards for Teacher
Development and Licensure
Standard # 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.
Wisconsin Standards for Teacher
Development and Licensure
Standard # 7
The teacher organizes and plans
systematic instruction based upon
knowledge of subject matter, pupils,
the community, and curriculum goals.
Wisconsin Standards for Teacher
Development and Licensure
Standard # 8
The teacher understands and uses
formal and informal assessment
strategies to evaluate and ensure the
continuous intellectual, social, and
physical development of the learner.
Wisconsin Standards for Teacher
Development and Licensure
Standard # 9
The teacher is a reflective practitioner
who continually evaluates the effects
of his or her choices and actions on
pupils, parents, professionals in the
learning community and others, and
who actively seeks out opportunities
to grow professionally.
Wisconsin Standards for Teacher
Development and Licensure
Standard # 10
The teacher fosters relationships
with school colleagues, parents,
and agencies in the larger
community to support pupils’
learning and well being and acts
with integrity, fairness and in an
ethical manner.
Wisconsin Standards for Teacher
Development and Licensure
All standards are comprised of
three components
пЂЄKnowledge (Content)
пЂЄTeacher Dispositions
(attitudes)
пЂЄTeacher Performances
Standard # 2
Example - Knowledge
Standard: The teacher understands how
children with broad ranges of ability learn
and provides instruction that supports
their intellectual, social and personal
developments.
Knowledge: The teacher understands how
learning occurs - how students construct
knowledge, acquire skills, and develop
habits of mind - and knows how to use
instructional strategies that promote student
learning for a wide range of student abilities.
Standard # 2
Example - Disposition
Standard: The teacher understands how
children with broad ranges of ability learn
and provides instruction that supports
their intellectual, social and personal
developments.
Dispositions: The teacher demonstrates
expectations for children of all abilities to
learn by providing differing yet challenging
lessons based on individual student
variation within each area of development,
and structuring experiences that allow all
students to display their unique talents.
Standard # 2
Example - Performances
Standard: The teacher understands how
children with broad ranges of ability learn
and provides instruction that supports
their intellectual, social and personal
developments.
Performances: The teacher assesses
individual and group performance in order to
design instruction that meets learners’ current
needs in each domain (cognitive, social,
emotional, moral, and physical) and that leads
to the next level of development.
Wisconsin Standards For Teacher
Development and Licensure
W isc o nsin S ta nd a rd s
For
T e a c he r D e ve lo p m e nt a nd L ic e nsure
P re -se rvic e
A sse ssm e nt
a nd
S ta nd a rd s
L ic e nsing
a nd
C a re e r
S ta g e s
L ic e nsing
C a te g o rie s
Teacher Education’s Immediate
Restructuring Tasks
Develop a conceptual framework of
the performance based
professional ed. program
representing the 10 standards
which includes the following:
the mission, vision and philosophy of
program
п‚·identifying where the 10 standards
are integrated within the program
п‚ёidentifying the performance tasks of
the 10 standards
Conceptual Framework, Cont.
п‚№Assessment of the knowledge, skills &
dispositions in:
пЃіcommunication skills
пЃіhuman relations & professional dispositions
пЃіcontent knowledge for subject area
(determined by passing scores on
standardized tests approved by DPI)
пЃіpedagogical knowledge
пЃіteaching practice
пЃ® student teaching/internship
пЃ® initial license
Conceptual Framework, Cont.
п‚єProviding that candidates demonstrate knowledge
of
пЃіcooperative marketing and consumer coops. for
licenses in economics, social studies or ag.;
пЃіEnvironmental ed for licenses in ag, early childhood,
middle childhood to early adolescent, science & social
studies;
пЃіminority group relations;
пЃіconflict resolution;
пЃіrole & resp. of student teacher;
пЃіteaching reading & lang. arts & phonics for PK - 6
licenses;
пЃіprocedures for assessing, teaching, & modifying
curriculum for children with disabilities.
Conceptual Framework, Cont.
п‚»
п‚ј
Supervised prestudent teaching evaluated
by at least 2 written evals., based on
observations, & a student portfolio
Student teaching full days, full semester
пЃіminimum of 4 classroom supervisory visits of 1
hr. by School/college/department (SCD)
supervisor
пЃіminimum of 4 written evals by cooperating
teacher or SCD supervisor
пЃіreview of student portfolio
Conceptual Framework, Cont.
п‚Ѕ
General ed. program demonstrating
student knowledge of the following (initial
licenses)
пЃіwritten & oral communication
пЃіmathematics
пЃіfine arts
пЃіsocial studies
пЃіbiological & physical sciences
пЃіhumanities & literature
пЃіWestern & non-western history or
contemporary culture
пЃіWI Model Academic Standards
Conceptual Framework, Cont.
п‚ѕ
Plan & implementation of program
completers’ follow up studies of initial
and advanced programs including
пЃіways to gain info for program feedback
from grads, employers, teachers
пЃіdocumentation on what info was collected,
how being used and program changes as a
result
пЃіdocumentation of how plan contributed to
initial educator success and assisted
graduates.
Higher Ed’s Assessments of Their
Programs & Students Must Be...
пЂґAdministered on a timely and frequent
basis
пЂґDeveloped in the context of schools and
communities
пЂґCharacterized by multiple methods and
modes
пЂґCollected from progressively more
complex performances
пЂґValidated through research and practice
IHE’s Program Approval
пЃ®
пЃ®
пЃ®
пЃ®
пЃ®
DPI will conduct a site review at least once
every 5 years
And DPI will visit and review each IHE every
year
Program evaluation and approval will be
based on the performance of candidates for
the license measured against the 10 Teaching
Standards.
Program approval will be for a 5 year period
Program changes must be submitted to DPI
for approval prior to implementation
Program Approval Requirements
пЃ®
IHEs submit to DPI written evidence
that graduates after 8/31/04 meet
requirements of PI 34 including:
 IHE’s relevant policies & practices affecting prep
of school personnel
п‚· IHEs conceptual framework under PI 34.15
 IHE’s eval of its performance & outcomes based
on mission & goals
 IHE’s assessment system of candidate quality
based on 10 Standards
 IHE’s Title II report of pass rate of candidates
 IHE’s evidence of ongoing collaboration with
LEAs
Wisconsin Standards For Teacher
Development and Licensure
W isc o nsin S ta nd a rd s
For
T e a c h e r D e ve lo p m e n t a n d L ic e n su re
P re -se rvic e
A sse ssm e n t
a nd
S ta n d a rd s
L ic e n sin g
a nd
C a re e r
S ta g e s
L ic e n sin g
C a te g o rie s
New Licensing Stages
Initial educator
п‚·Professional Educator
п‚ёMaster Educator
License Stages
Initial Educator
W is c o n s in S ta n d a rd s
P ro fic ie n c y in a ll a p p lic a b le
s ta n d a rd s
P re re q u is ite s
P e rfo rm a n c e -b a s e d tra in in g
p ro g ra m e n d o rs e d b y
IH E /p a s s in g s c o re s o n
s ta n d a rd ize d te s t
P ro fe s s io n a l D e v e lo p m e n t P la n
L e a rn in g G o a ls
Id e n tifie d A c tiv itie s
T im e lin e s
E v id e n c e o f C o lla b o ra tio n
A s s e s s m e n t P la n
Yes
L e n g th o f L ic e n s e
5 y e a r n o n -re n e w a b le , 3 y e a r
m in im u m
W h o A p p ro v e s , M o n ito rs a n d
A s s e s s e s (p ro f. D e v . P la n )
In itia l E d u c a to r T e a m : 3
m e m b e rs to in c lu d e
a d m in is tra to r, IH E s ta ff, p e e r (n o t
m e n to r)
S u p p o rt
M e n to r a n d fe e d b a c k fro m T e a m
License Stages
Initial Educator
пЃ®School District Requirements
пЃ¬Must provide collaboratively developed
orientation to initial educator
пЃ¬Must provide support seminars
reflecting the standards
пЃ¬Must provide a qualified mentor to the
initial educator
“Qualified” means holding an
appropriate license
License Stages
Initial Educator
пЃ®
School District Requirements (cont.)
пЃ¬The mentor:
пЃ€is an educator and colleague;
пЃ€is trained to provide support & assistance
to initial educators;
пЃ€has input into the confidential formative
assessment of the initial educator;
пЃ€is not part of the formal employment
evaluation process.
License Stages
Initial Educator
пЃ®The initial educator team for
teachers includes:
пЃ¬A teacher of the same subject
or level selected by teacher
peers (not mentor)
пЃ¬An administrator designated
by the district administrator
and subject to approval by the
school board
пЃ¬A higher education
representative
License Stages
Initial Educator
пЃ®The initial educator team for pupil
services educators includes:
пЃ¬A pupil services professional in the
same license category selected by
peers (not mentor)
пЃ¬An administrator designated by the
district administrator and subject to
approval by the school board
пЃ¬A higher education representative
License Stages
Initial Educator
пЃ®The initial educator team for
administrators includes:
пЃ¬An administrator in the same
license category selected by peers
(not mentor)
пЃ¬An administrator designated by the
district administrator subject to
approval by the school board
пЃ¬A higher education representative
License Stages
Initial Educator
пЃ®To move to the professional educator
level, the initial educator must design
and complete a professional
development plan that demonstrates
increased proficiency in one or more
of the standards that were identified
by her/his professional development
team as needing improvement.
Professional Development Team
CAVEAT
The Team...
Reviews & approves the initial educator’s
professional development goals in the
professional development plan,
пЂЄVerifies & communicates to the DPI
successful completion of the educator’s
professional development plan.
пЂЄDoes NOT evaluate teaching performance
- this is the role of licensed administrators
and the school board!
Required Contents of
Professional Development Plan
Goals & objectives
addressing standards
п‚·Timeline for achieving
goals with annual
review
п‚ёCollaboration with
peers & professional
development team
Required Contents of
Professional Development Plan
п‚№ Activities related to goals & applied to
classroom or learning community
пЂ¶ Documentation of activities which may include:
пЂґcollege, university or tech college credits
пЂґworkshops, seminars, conferences
пЂґaction research
пЂґcurriculum development
пЂґappropriate work experiences
пЂґdistrict committee work
пЂґprof. organization or assoc. work
пЂґconference presentations
пЂґpublications
пЂґteaching courses (outside district assignments)
пЂґspecial projects
Required Contents of
Professional Development Plan
п‚є Assessment procedures
for plan:
пЂґIndicators of growth
пЂґHow meeting goals improved
your professional knowledge
пЂґHow meeting goals improved
students’ learning
License Stages
Professional Educator
W is c o n s in S ta n d a rd s
P ro fic ie n c y in a ll a p p lic a b le
s ta n d a rd s - b u t fo c u s o n 2 o r
m o re
P re re q u is ite s
S u c c e s s fu l c o m p le tio n o f in itia l
e d u c a to r re q u ire m e n ts
P ro fe s s io n a l D e v e lo p m e n t P la n
L e a rn in g G o a ls
Id e n tifie d A c tiv itie s
T im e lin e s
E v id e n c e o f C o lla b o ra tio n
A s s e s s m e n t P la n
Yes
L e n g th o f L ic e n s e
5 y e a r re n e w a b le
W h o A p p ro v e s , M o n ito rs a n d
A s s e s s e s (p ro f. D e v . P la n )
T e a m : D is tric t p ro fe s s io n a l
d e v e lo p m e n t te a m o f p e e rs
S u p p o rt
F e e d b a c k fro m T e a m
License Stages
Professional Educator
Educators eligible to hold or renew a
regular license prior to July 1, 2004
may renew their license either by
пЂґcompleting 6 semester credits
(related to license or standards) from
an accredited IHE,
пЂґor successfully complete the
professional development plan.
License Stages
Master Educator (Optional)
National Board Certification accepted in lieu of these requirements
W is c o n s in S ta n d a rd s
M a s te ry o f a ll a p p lic a b le s ta n d a rd s
P re re q u is ite s d o c u m e n te d in
a p p lic a tio n to s ta te
s u p e rin te n d e n t
5 y e a rs te a c h in g e x p e rie n c e , c o m p le te 1
s u c c e s s fu l c y c le a s p ro fe s s io n a l e d u c a to r,
c o n trib u tio n s to p ro fe s s io n , e v id e n c e o f
im p ro v e d p u p il le a rn in g , a n d re la te d M a s te r’s
D e g re e
L e n g th o f L ic e n s e
1 0 y e a r re n e w a b le
F o rm a l A s s e s s m e n t o f th e
s ta n d a rd s
In te rv ie w s , o b je c tiv e e x a m s , re v ie w o f
p o rtfo lio s a n d e s s a y s o r o th e r m e th o d s o f
a n a ly s is , d e m o n s tra tio n o f e x e m p la ry
p e rfo rm a n c e th ro u g h v id e o o r o n -s ite
o b s e rv a tio n , c o m p a ra b le to N B P T S
W h o A s s e s s e s th e c a n d id a te ?
A s s e s s o rs : T h re e e d u c a to rs w ith s im ila r
re s p o n s ib ilitie s , tra in e d b y d e p a rtm e n t,
n o m in a te d b y p ro fe s s io n a l o rg a n iza tio n s ,
a p p ro v e d b y s ta te s u p e rin te n d e n t
A ssessm ent
A s s e s s o rs re c o m m e n d lic e n s e o r n o t
Wisconsin Standards For Teacher
Development and Licensure
W isc o nsin S ta nd a rd s
For
T e a c he r D e ve lo p m e nt a nd L ic e nsure
P re -se rvic e
A sse ssm e nt
a nd
S ta nd a rd s
L ic e nsing
a nd
C a re e r
S ta g e s
L ic e nsing
C a te g o rie s
Developmental Ranges
for Licenses
пЂґ EARLY CHILDHOOD
пЂґ EARLY CHILDHOOD THROUGH MIDDLE CHILDHOOD
пЂґ MIDDLE CHILDHOOD THROUGH EARLY ADOLESCENCE
пЂґ EARLY ADOLESCENCE THROUGH ADOLESCENCE
пЂґ WIDE RANGE (EARLY CHILDHOOD THROUGH
ADOLESCENCE) INCLUDES:
пЂ¶ ART,
пЂ¶FOREIGN LANGUAGE & ESL,
пЂ¶ MUSIC,
пЂ¶DEAF OR HARD OF HEARING,
пЂ¶ P.E.,
пЂ¶TECH ED,
пЂ¶ Bus. ED,
пЂ¶ MARKETING,
пЂ¶ HEALTH,
пЂ¶ INSTRUCTIONAL LIBRARY MEDIA,
пЂ¶ VISUAL IMPAIRMENT,
пЂ¶ SPEECH/LANGUAGE PATHOLOGY.
пЂ¶ FACE,
пЂ¶ DANCE,
пЂ¶ AG,
пЂ¶ THEATRE,
Ranges Correspond to Ages...
пЃ®
пЃ®
пЃ®
пЃ®
Early childhood
Early childhood thru middle
childhood
Middle childhood thru early
adolescence
Early adolescence through
adolescence
пЃ®
Birth - age 8
пЃ®
Birth - age 11
пЃ®
Ages 6 - 12, 13
пЃ®
Ages 10 - 21
Current Licenses
& Code #
Early Childhood
Codes 080-083,
90, 100
пЃ® Elementary
Codes 41,42,106118
пЃ® Middle/Secondary
Codes 21, 27, 29
пЃ®
New Terms
пЃ®
Early childhood
Early childhood/
middle childhood/
early adolescence
пЃ® Early Adolescence
through
Adolescence
пЃ®
List of License Changes Follows
Those Not Listed Will Not Change
BROAD FIELD LICENSES
Early Adolescence thru Adolescence
Upper H.S. Level Requires Subject Competency
CAN OBTAIN BROADFIELD OR
SPECIFIC LICENSES IN THE
FOLLOWING AREAS:
пЃ® LANGUAGE ARTS
пЂґEnglish Lit. & composition,
пЂґJournalism,
пЂґSpeech communication
BROAD FIELD LICENSES
Early Adolescence thru Adolescence
Upper H.S. Level Requires Subject Competency
пЃ® SCIENCE
пЂґPhysical science including chemistry &
physics
пЂґEarth & space science
пЂґLife & environmental science including biology
пЃ® SOCIAL STUDIES
пЂґGeography
пЂґHistory
пЂґPoly Sci
пЂґEconomics
пЂґPsych
пЂґSociology
BROAD FIELD LICENSES
Special Education Cross Categorical
пЃ®Only at the following levels
пЃ¬Middle Childhood - Early Adolescence
пЃ¬Early Adolescence-Adolescence
пЃ®Combining only the following
disabilities
пЂґcognitive disabilities,
пЂґemotional disturbance
пЂґand learning disabilities
Current Licenses
& Code #s
пЃ® English - related
licenses
Codes 300, 310,
320, 325 (w/21, 27,
29)
пЃ¬ English
пЃ¬ Journalism
пЃ¬ Speech
пЃ¬ Theatre
New Terms
пЃ® Broad Field
Language Arts
пЂґconcentration in English
lit & comp,
пЂґjournalism, or
пЂґspeech comm.
пЃ® English lit &
composition
пЃ® Journalism
пЃ® Speech communication
пЃ® Theatre (WR)
Current Licenses
& Code #s
New Terms
пЃ® Science - related licenses пЃ® Broad Field Science
Codes 600-637
пЂґconcentration in
(w/21,27,29)
physical science,
пЃ¬ Science
пЂґearth & space,
пЃ¬ Broadfield science
пЂґor life & environmental
пЃ¬ Biology/life science
science
пЃ¬ Chemistry
пЃ¬
пЃ¬
пЃ¬
пЃ¬
пЃ¬
пЃ¬
пЃ¬
Environmental studies
General science
Physics
Astronomy
Earth/Space science
Geology
Physical Science
пЃ® Physical science
пЃ® Earth & space science
пЃ® Life & environmental
science
Current Licenses
& Code #s
New Terms
пЃ® Social Studies - related пЃ® Broad Field Social Studies
licenses Codes 700-760
пЂґ concentration in geography,
(w/21,27,29)
пЂґ history,
пЃ¬
пЃ¬
пЃ¬
пЃ¬
пЃ¬
пЃ¬
пЃ¬
пЃ¬
пЃ¬
пЃ¬
пЃ¬
пЃ¬
пЃ¬
пЃ¬
пЃ¬
Social studies
Broadfield social studies
Anthropology
Civics
Economics
Geography
International studies
History
Philosophy
Poly Sci
Psychology
Sociology
Social Problems
Religious Studies
Afro-American Studies
пЂґ poly sci & citizenship
пЂґ economics,
пЂґ psychology, or
пЂґ sociology
пЃ®
пЃ®
пЃ®
пЃ®
пЃ®
пЃ®
Geography
History
Political science & citizenship
Economics
Psychology
Sociology
Current Licenses
& Code #
пЃ® Exceptional Education пЃ®
Needs (EC, elementary,
WR el., WR sec.,
Secondary)
Categorical licenses
Codes 805, 806, 807, 808,
810, 811, 815, 820, 825,
пЃ®
830
пЂґHI
пЂґSP. LANG.
пЂґED
пЂґCDB
пЂґCDS пЂґECEEN
пЂґCD
пЂґLD
пЂґVI
пЂґOI
New Terms
Special Education categorical (Early
Childhood-Middle Childhood or
Early Adolescence-Adolescence)
пѓў Deaf & Hard of Hearing (WR)
пѓў ED
пѓў LD
пѓў CD
пѓў Sp. Lang. (WR)
пѓў VI (WR) пѓў ECSE
And cross categorical option
combining
пЂґ cognitive disabilities,
пЂґ emotional disturbance
пЂґ and learning disabilities
Process for Converting Old
Licenses to New Licenses in Related
Level or Category (Optional)
пЃ® Applicants for converted
licenses submit their
portfolios to DPI
пЃ® DPI develops a process to
review applicants portfolios
пЃ® Applicants pay a fee to DPI
for portfolio review
 DPI reviews applicants’
portfolios
Required Content of
Converted License Portfolios
 Evidence of successful relevant
experience including some direct
observation of teaching skills
п‚· Letters of recommendation from
professional colleagues (teachers,
administrators, IHE faculty, etc.)
п‚ё Evidence of completion of relevant
coursework, conferences, workshops, and
other professional development based on
established performance standards
For a complete set of rules
see the Teacher Education
and Licensing web page
http://www.dpi.state.wi.us/dpi/
dlsis/tel/newrules.html
Wisconsin Standards For Teacher
Development and Licensure
W isc o nsin S ta nd a rd s
For
T e a c he r D e ve lo p m e nt a nd L ic e nsure
P re -se rvic e
A sse ssm e nt
a nd
S ta nd a rd s
L ic e nsing
a nd
C a re e r
S ta g e s
L ic e nsing
C a te g o rie s
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