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Wisconsin Induction Guidelines

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What does a school district in Wisconsin need to provide in terms of induction support for new educators in their district?   The Wisconsin Induction Guidelines shown below provide a framework for induction programs and induction support for school districts in Wisconsin.

Wisconsin Induction Guidelines
  • New educators and their students benefit from a wide level of support.
  • Promoting collaboration and shared expertise builds instructional continuity and increases professional expertise.
  • Ongoing orientation related to school/district policies, contract information, and other relevant information.
  • Support seminars provided by either the school district or in collaboration with other professional organizations which are professional growth opportunities reflecting the educator standards.
  • Qualified and trained mentor* for the new educator providing support on a variety of levels (1-2 years recommended). District support to provide release time is a priority. (* holds a license and trained to provide input into the confidential formative assessment of the educator). 
Partners Local school districts, Wisconsin Department of Public Instruction, WEAC, WFT, CESA’s, local teacher unions, professional organizations and educator preparation programs
  • Funding assistance through the state including the Peer Review and Mentoring Grant and Mentoring Grant for Initial Educators.  (see
  • CESAs, professional organizations, and educator preparation programs 
  • Increased student learning (Research shows beginning teachers who receive high quality mentoring achieved student performance gains equivalent to those of fourth-year teachers who did not have access to comprehensive induction).
  • Decreased expenses related to staff turnover.  (Research shows that for every $1.00 spent on high quality induction, almost $2.00 is returned to the school district as a result of reduced turnover costs and increased teacher effectiveness over a period of five years).
  • Strengthened commitment to profession for new educators and mentors resulting from collegial relationships and professional growth.
  • Improved building continuity related to teacher learning and retention.