Wisconsin Administrative Code › Department of Public Instruction › Chapter PI 34 - Educator Licenses › Subchapter II - Educator Standards › Section PI 34.002 - Teacher standards

Current through June 24, 2024
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:
(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.
(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.
(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.
(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.
(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.
(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.
(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.
(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.
(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.
(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.