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21st Century Induction Model/Learning Community

DPI is currently receiving a high volume of contacts for assistance.  The four most common topics of discussion are:

Latest Licensing News

Help with WAMS IDs

Before you can submit an application to DPI, you must register for a Web Access Management Systems (WAMS) user ID.

How to set up a WAMS account

Already have one or more WAMS accounts?

How to start your WAMS account recovery:

Perform a WAMS account recovery for all emails you have. Enter your email address but do NOT enter your User ID to start your WAMS account recovery. Once in the account recovery process you will be prompted to change your password. After you change your password you will be told in parentheses what your correct User ID is. Please make note of that before you terminate the account recovery session. Once you have recovered all WAMS accounts you have, login to ELO with each of your accounts individually. If you can see your licenses, you are logging in with the correct WAMS account. If you are taken through the Onboarding process again, you are not using the correct WAMS account and should try another account.

If you encounter errors in the WAMS account recovery process, please contact WAMS directly.  DPI is unable to help with WAMS recovery because the system is used by many state agencies and is run by the Department of Administration:

Is your district in a position to move beyond the Wisconsin Induction Guidelines in terms of induction support for Initial Educators?  If so, you may be interested in the information provided below, articulating a framework for induction in a 21st Century Induction Model/Learning Community.

Wisconsin Induction Guidelines
  • Creation of a professional learning community with shared expertise involving entire staff.
  • Initial Educators learning collaboratively from experienced teachers in a community of learners that is continually evolving.
  • Orientation programs and support seminars continue to be provided.
  • Focus is on developing teacher skills/expertise for both new teachers and veteran teachers.
  • Mentors and novices work in collegial teams.
  • Extensive and continuous training is provided for mentors.
  • Mentors are selected for skill in content, pedagogy, and ability to coach and work with other teachers.
  • Built-in time and multiple opportunities for new teachers to observe and be observed by others.
  • Clear expectations and accountability of mentors and new teachers.
  • Opportunities for guided reflection and self-assessment of practice.
  • Peer coaching/critical friends groups exist in the community.
  • Formative and ongoing assessments are evident in community.
  • Support for Initial Educators continues throughout probationary period and during initial phase of multi-tiered licensing system.
  • Emotional supports are provided by entire learning community for new teachers.
  • Reduced workload for new teachers to allow time for observations, planning, learning, and reflection.  Also, new teachers placed in less challenging teaching assignments or in team teaching assignments
Partners Partnerships between unions, school districts, professional organizations, CESA’s, Wisconsin DPI and teacher preparation programs.
  • Professional guided networks as well as informal social networks.
  • Involvement of teacher preparation institutions.
  • Online networks for internal and external communities to provide resources, learning and support.
  • Funding assistance through the state including the Peer Review and Mentoring Grant and Mentoring Grant for Initial Educators.  (see
  • Improved teacher retention contributes to continuous teacher growth and improved teacher quality.
  • Teachers learning at all levels in a 21st century learning community
  • Each community/network of expertise grows in strength and quality