Section 34.15. Conceptual framework.

  Each SCD shall have a written conceptual framework included as part of the requirements under s. PI 34.06 (1) . The conceptual framework shall be well defined, articulated, and defensible and shall include all of the following:

(1)  A performance-based professional education program representing the standards under subch. II . The standards shall be adopted to meet the requirements under par. (a) or (b) , and the requirement under par. (c) as follows:

(a) Adopt the standards as written or modify the language to reflect the mission, vision, and philosophy of its own program. Additional standards that enhance or support the mission of the SCD and institution may be developed.

(b) Identify where the standards in subch. II are integrated within the program if the SCD chooses to develop its own program approval standards.

(c) Identify the performance tasks within the professional education program, which support each of the standards. The performance tasks shall meet all of the following requirements:

1. The performance tasks shall be specific and grounded in research based on best practices in education.

2. The performance tasks shall include the content of the standard.

3. The performance tasks shall demonstrate mastery of the standard.

4. The performance tasks shall be measurable over time.

(2)  Assessments of knowledge, skills and dispositions within a professional education program. Assessments shall meet all of the following requirements:

(a) Assessments shall be measured using the following 5 categories:

1. Communication skills.

2. Human relations and professional dispositions.

3. Content knowledge for subject area programs that meet all of the following requirements:

a. Content knowledge shall be determined by passing scores on standardized tests approved by the state superintendent which shall include the state's model academic standards.

b. Content knowledge assessment shall be developed according to standards adopted by the state superintendent from recommendations by the professional standards council as required under s. 115.425 , Stats., or standards adopted by the SCD using national standards, guidelines from learned societies or national organizations, or other recognized groups or organizations.

4. Pedagogical knowledge.

5. Clinical program.

(b) Assessments shall be developmental, multiple and measurable over time.

(c) Assessments shall be grounded in research based on best practices in education.

(d) Assessments shall identify levels of proficiency or other benchmarks that demonstrate student success.

(3)  A research base for the development of performance tasks and assessments.

(4)  Provisions that meet the following requirements, including those that meet statutory requirements identified under s. 118.19 , Stats., which enable all students completing teacher preparation programs to demonstrate knowledge and understanding of the following:

(a) Cooperative marketing and consumer cooperatives for licenses in economics, social studies or agriculture.

(b) Environmental education including the conservation of natural resources for licenses in agriculture, early childhood, middle childhood to early adolescent, science and social studies.

(c) Minority group relations for all licenses including all of the following:

1. The history, culture, and tribal sovereignty of American Indian tribes and bands located in Wisconsin.

2. The history, culture and contributions of women and various racial, cultural, language and economic groups in the United States.

3. The philosophical and psychological bases of attitude development and change.

4. The psychological and social implications of discrimination, especially racism and sexism in the American society.

5. Evaluating and assessing the forces of discrimination, especially racism and sexism on faculty, students, curriculum, instruction, and assessment in the school program.

6. Minority group relations through direct involvement with various racial, cultural, language and economic groups in the United States.

(d) Conflict resolution for all licenses including all of the following:

1. Resolving conflicts between pupils and between pupils and school staff.

2. Assisting pupils in learning methods of resolving conflicts between pupils and between pupils and school staff, including training in the use of peer mediation to resolve conflicts between pupils.

3. Dealing with crises, including violent, disruptive, potentially violent or potentially disruptive situations that may arise in school or activities supervised by school staff as a result of conflicts between pupils or between pupils and other persons.

(e) The role and responsibility of a teacher through student teaching with an assigned cooperating teacher or in a team structure for full days for a full semester following the daily schedule and semester calendar of the cooperating school, or the equivalent as determined by the state superintendent. This provision applies only to classroom teacher licenses.

(f) Teaching reading and language arts using appropriate instructional methods including phonics for licenses to teach reading and language arts to pupils in grades PK to 6. In this paragraph "phonics" means a method of teaching beginners to read and pronounce words by learning the phonetic value of letters, letter groups and syllables.

(g) Procedures used for assessing and providing education for children with disabilities, including the roles and responsibilities of regular and special education providers.

(h) Modifying the regular education curriculum when instructing pupils with disabilities.

(5)  A clinical program including practicums for pupil services and administrative programs and for prestudent teaching, student teaching, and other supervised clinical experiences in prekindergarten through grade 12 school settings as follows:

(a) Prestudent teaching .

1. The program shall require onsite supervised prestudent teaching clinical experiences which are developmental in scope and sequence and occur in a variety of school settings.

2. The prestudent teaching experiences shall result in students demonstrating knowledge and understanding of the standards in s. PI 34.02 through assessments identified in sub. (2) (a) 1. to 4.

3. Successful performance shall be measured using both of the following:

a. At least 2 written evaluations of each student based upon observations by the cooperating teacher or by the SCD supervisor.

b. The student portfolio required under s. PI 34.13 (3) (b) .

(b) Student teaching .

1. The program shall require student teaching experiences that are developmental in scope and sequence, occur in school settings and meet the statutory requirements identified in s. 118.19 (3) (a) , Stats. Student teaching experiences shall provide candidates opportunities to interact with and adapt instruction for children with disabilities or other exceptionalities. Beyond the primary student teaching assignment, duration and length of student teaching to gain the necessary clinical experience for additional licenses shall be determined by the SCD as part of the approved program.

2. As a result of the student teaching experience, students shall demonstrate increased knowledge and understanding of the standards in s. PI 34.02 through the assessments identified in sub. (2) (a) 1. to 5.

3. Successful performance shall be measured using all of the following:

a. A minimum of 4 classroom supervisory visits of at least one hour in length made to each student teacher by the SCD supervisor. Supervisors with teaching experience and expertise in the specialty subject matter area and at the grade level of pupils being taught by the student teacher shall participate in the classroom supervision.

b. At least 4 written evaluations of each student based upon classroom observations by the cooperating teacher or by the SCD supervisor. At least one of the evaluations shall be written by the cooperating teacher. Evaluation procedures shall include conferences involving the student teacher, the cooperating teachers and the SCD supervisors. The cooperating teacher's evaluation of the student teacher shall become part of the student's portfolio. Other evaluations by prekindergarten through grade 12 professional school personnel which attest to the competency of the student as a prospective teacher may also be included in the portfolio. The student teacher shall determine the evaluations that may be available to prospective employers.

c. A review of the student portfolio required under s. PI 34.13 (3) (b) .

(c) Practicum program .

1. Programs for pupil services and administrative licenses shall include supervised practicums in the area of licensure that are developmental in scope and sequence.

2. As a result of the practicum experience a license candidate shall demonstrate knowledge and understanding of the Wisconsin standards in s. PI 34.02 , 34.03 or 34.04 .

3. Successful performance shall be measured using all of the following:

a. At least 2 written evaluations based upon observations by the school-based supervisor and at least 2 written evaluations by the SCD supervisor shall be required during each student's practicum.

b. The evaluation procedures under subpar. a. shall include at least 2 conferences involving the school-based supervisor, the SCD supervisor and the practicum student. The school-based supervisor evaluation of the practicum shall become part of the student's portfolio.

(d) Graduate internship program.

1. Advanced programs shall include a graduate internship in the area of licensure that is developmental in scope and sequence.

2. As a result of the intern experience, a license candidate shall demonstrate knowledge and understanding of the Wisconsin standards under s. PI 34.02 , 34.03 or 34.04 , as appropriate.

3. Supervision and primary responsibility for the student shall rest directly with the licensed local school district supervisor and indirectly with the college or university supervisor.

(6)  Provisions relating to cooperating teachers and other school based supervisors insuring that the cooperating personnel used in the clinical programs meet all of the following requirements:

(a) Hold a Wisconsin license, or an equivalent license where the clinical program occurs, and have volunteered for assignment as a cooperating teacher or school-based supervisor.

(b) Have at least 3 years of teaching experience with at least one year of teaching experience in the school or school system of current employment or have at least 3 years of pupil service or administrator experience with one year in the school or school system of current employment.

(c) Have completed training in both the supervision of clinical students and in the applicable standards in subch. II .

(7)  A general education program that demonstrates student knowledge and understanding of all of the following for initial classroom teaching licenses:

(a) Written and oral communication.

(b) Mathematics.

(c) Fine arts.

(d) Social studies.

(e) Biological and physical sciences.

(f) The humanities, including literature.

(g) Western and non-western history or contemporary culture.

(h) Model academic standards.

(8)  Graduate follow-up studies that include all of the following:

(a) The SCD shall develop a plan to follow-up on the performance of graduates for use in assessment of both initial and advanced programs. The follow-up plan shall include ways to gain information from graduates, employers, teachers in the field and others to provide feedback on programs.

(b) The SCD shall provide documentation on the follow-up plan, which demonstrates what information has been collected, how the information is being used, and what program changes have occurred.

(c) The SCD shall develop a plan for assisting graduates and to demonstrate how this plan has contributed to initial educator success.

History: Cr. Register, April, 2000, No. 532 , eff. 5-1-00; CR 10-083 : am. (2) (a) 3. a., (6) (a), (7) (h), r. and recr. (2) (a) 5. Register November 2010 No. 659 , eff. 12-1-10.