PI 34 Licensing & Mentoring Project An Epitaph for the PDP Laura Dunbar, WMEA State Chair, PI 34 Licensing & Mentoring Project
The professional development plan (PDP) came into be- ing in the year 2000 as part of PI 34, which contains the rules and regulations for becoming and maintaining highly qualified status as a
teacher. As with most mandates, the PDP was intended to be a way for licensed teachers to show and continue professional growth and student learning while main- taining collaboration with others. Similar to other mandates, however, the PDP was seen as a “hoop” to many. Hence, on the day of its death on September 21, 2017, very few mourned its passing. Within a week or two of the announcement, Facebook exploded with notifications reminiscent of the death of the Wicked Witch in The Wizard of Oz. There are those that watched the celebrations with a different expression: one of concern. As Paul Harvey might say: “Here is the rest of the story.”
What Happened to the PDP?
In January 2017, a report was released by approximately 12 well-known acronyms in education – including, but not limited to, WACTE (Wisconsin Association of Colleges for Teacher Education), WEAC (Wisconsin Education Association Coun-
cil), AWSA (Association of Wisconsin School Administrators), DPI and both public and private colleges in Wisconsin. The report contained recommendations for simplifying teacher licensure as a response to the teacher shortage in our state. These recommendations included reciprocity for teachers from other states who have passed edTPA (our mandated pre-service teacher assessment) and/or obtained National Board certification, in addition to remov- ing some of the other previously required tests in the degree process – such as the Praxis content exams. Recommendations also included simplifying the licensure structures by creating broadfield licenses for all subjects and eliminating single sub- ject licenses. This means the new license for music will be PK-12 Music rather than instrumental or choral specific. A new tiering system would also allow admin- istrators hiring those with a bachelor’s degree in a content area (no education courses required) to be hired in an area of need if qualified candidates cannot be found. Based on these recommendations, emergency rules were drafted and put into effect July 1, 2017. These emergency rules and other recommendations are currently in effect until the language of PI 34 can be permanently modified; if passed through the legislative process, the emergency rules and the new license structures pro- posed – including the new tiering system and broadfield licensing – will become a permanent part of PI 34.
The State Budget
Emergency rules were not quite enough to end the PDP; the official date of death would be September 21, 2017, the day the state budget was signed. Lifetime licenses were reinstituted in the budget. DPI has been required to reduce staff by five full time positions due to simplification of licensure (Policy and Budget Team, p. 17). In short, teachers can be given a lifetime license in Wisconsin after six semesters of successful teaching according to the school districts in which they are working. Three years of teaching equates to a life- time license with no further requirements other than a background check and a men- tion of a competency exam (Wisconsin Education Association Council). Districts will determine successful teaching, likely through the EE process (Professional Stan- dards Council). The PDP would no longer be used or tracked upon the passing of the state budget, and teachers were quickly told to stop all work on their PDPs. More information is available on the DPI and WEAC websites regarding all of the recent changes to licensure. Final language for PI 34 may be available as of November 2017, with public meetings being held for discussion. Then it moves to the state legislature for vote.
The Look of Concern
As an educator, removing proverbial “hoops” is typically welcomed. There are many administrative tasks in music education, and any lightening of further tasks can provide welcomed relief. Now that the PDP and graduate credits are no longer required, some concerns have begun to form. The PDP required col- laboration with peers and Institutions of Higher Education (IHE). Will further isolation result now that collaboration is not an expectation, especially for those teaching music in rural areas? How will school districts provide professional de- velopment for specialists specific to their areas, especially in districts that no longer provide time and/or substitute teachers
10 January 2018
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