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Wisconsin Educator Preparation Standards

The Wisconsin Educator Standards outline characteristics of good educators by identifying the components and defining qualities of best professional practice.

Wisconsin colleges and universities incorporate the Wisconsin Educator Standards into educator preparation programs. Wisconsin educators use these standards to guide career-long professional development.

Educators are defined as professionals working in Wisconsin schools as teachers, pupil services professionals, and administrators. To receive an educator license in Wisconsin, an applicant shall complete an approved program and demonstrate proficient performance in the knowledge, skills, and dispositions under Wisconsin standards that fit their educational profession:

Teacher Standards

The ten teacher standards for teacher development and licensure are:

  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.
Administrator Standards

The eleven administrator standards for administrator development and licensure are:

  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.
  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.
  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.     
  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. 
  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.
  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.
  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.
  8. Meaningful Engagement. Effective educational leaders engage families and the community in meaningful, reciprocal, and mutually beneficial ways to promote each pupil’s academic success and well-being.
  9. Operations and Management. Effective educational leaders effectively manage school operations and resources to promote each pupil’s academic success and well-being.
  10. School Improvement. Effective educational leaders act as agents of continuous school improvement to promote each pupil’s academic success and well-being.
  11. Teacher Standards. Effective educational leaders understand and demonstrate competence in the teacher standards under s. PI 34.002.
Pupil Services Standards

The seven pupil services standards for pupil services professional development and licensure are:

  1. The pupil services professional understands the Ten Teacher Standards.
  2. The pupil services professional understands the complexities of learning and knowledge of comprehensive, coordinated practice strategies that support pupil learning, health, safety, and development.
  3. The pupil services professional has the ability to use research, research methods and knowledge about issues and trends to improve practice in schools and classrooms.
  4. The pupil services professional understands and represents professional ethics and social behaviors appropriate for school and community.
  5. The pupil services professional understands the organization, development, management, and content of collaborative and mutually supportive pupil services programs within educational settings.
  6. The pupil services professional is able to address comprehensively the wide range of social, emotional, behavioral and physical issues and circumstances that may limit pupils' abilities to achieve positive learning outcomes through development, implementation, and evaluation of system-wide interventions and strategies.
  7. The pupil services professional interacts successfully with pupils, parents, professional educators, employers, and community support systems such as juvenile justice, public health, human services, and adult education.