Program Reporting Requirements: Wisconsin
General Teacher Preparation Policy
Analysis of Wisconsin's policies
Minimum Standards of Performance: Wisconsin does not set minimum standards of performance for the data collected about individual teacher preparation programs.
Program Accountability: As a result of the lack of minimum standards of performance, Wisconsin does not articulate consequences for programs that fail to meet specific criteria. The state describes the process and consequences for programs receiving conditional approval and non-approval, but approval is not based on clearly stated, objective evidence or measures of performance.
State Report Cards: Wisconsin publishes annual reports showing data collected on individual teacher preparation programs.
Program Approval Process: Wisconsin maintains full authority over teacher preparation program approval and conducts annual on-site visits and reviews of every preparation program.
Recommendations for Wisconsin
Establish the minimum standards of performance for each category of data.
Wisconsin should establish precise minimum standards for teacher preparation program performance for each category of data it collects to help clarify expectations regarding program quality.
Ensure that criteria for program approval result in greater accountability.
Wisconsin should ensure that programs are held accountable for meeting minimum standards of performance, and that the state's accountability system is sufficient to differentiate performance among programs, including alternate route programs. The state should clarify processes around remediation and loss of program approval as appropriate. For programs exceeding minimum standards, Wisconsin should consider finding effective ways to disseminate best practices.
State response to our analysis
Wisconsin was helping in proving NCTQ with the facts necessary for this analysis.
The state reiterated that it retains full authority over its process for approving teacher preparation programs. In addition, Wisconsin stated that programs not making progress are put on a remediation plan, and programs failing to make progress for multiple years lose their approval.
Updated: December 2017
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Wisconsin
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General Teacher Preparation
- Program Entry
- Teacher Shortages and Surpluses
- Program Performance Measures
- Program Reporting Requirements
- Student Teaching/Clinical Practice
- Teaching Methods
Elementary Teacher Preparation
Secondary Teacher Preparation
- Middle School Content Knowledge
- Middle School Licensure Deficiencies
- Adolescent Literacy
- Secondary Content Knowledge
- Secondary Licensure Deficiencies
Special Education Teacher Preparation
Alternate Routes
Hiring
- Requirements for Out-of-State Teachers
- Provisional and Emergency Licensure
- Licensure for Substitute Teachers
- Supporting New Teachers
Teacher and Principal Evaluation
Teacher Compensation
Retaining Effective Teachers
Early Childhood Preparation
How we graded
1D: Program Reporting Requirements
- Minimum Standards: The state should establish a minimum standard of performance for each category of data that is collected.
- Articulated Consequences for Failure to Meet Minimum Standards: The state should hold teacher preparation programs accountable for meeting minimum standards of performance. As such, the state should have articulated consequences for programs failing to meet these standards and should require specific steps to develop a remediation plan. This may include on-site program inspection by qualified external bodies that may lead to loss of program approval.
- Annual Reporting: The state should produce and publish an annual report card that provides all of the collected data for each individual teacher preparation program.
- Approval Authority: The state should retain full authority over its process approving teacher preparation programs and should not grant any approval authority to accrediting bodies.
One-quarter of the total goal score is earned based on the following:
- One-quarter credit: The state will earn one-quarter of a point if minimum standards of performance are set for each category of data the teacher preparation programs are required to report.
One-quarter of the total goal score is earned based on the following:
- One-quarter credit: The state will earn one-quarter of a point if it holds teacher preparation programs accountable for meeting the minimum standards of performance, and if it clearly articulates the consequences for failing to meet the minimum standards, which may include loss of program approval.
One-quarter of the total goal score is earned based on the following:
- One-quarter credit: The state will earn one-quarter of a point if it publishes all collected data on individual teacher preparation programs on an annual basis.
One-quarter of the total goal score is earned based on the following:
- One-quarter credit: The state will earn one-quarter of a point if it retains full authority over the process for approving teacher preparation programs.
Research rationale
The state should examine a number of factors when measuring the performance of and approving teacher preparation programs.[1] Although the quality of both the subject-matter preparation and professional sequence is crucial, there are also additional measures that can provide the state and the public with meaningful, readily understandable indicators of how well programs are doing when it comes to preparing teachers to be successful in the classroom.[2]
States have made great strides in building data systems with the capacity to provide evidence of teacher performance.[3] These same data systems can be used to link teacher effectiveness to the teacher preparation programs from which they came. States should make such data, as well as other objective measures that go beyond licensure test pass rates, central components of their teacher preparation program approval processes, and they should establish precise standards for performance that are more useful for accountability purposes.[4]
National accrediting bodies, such as CAEP, are raising the bar, but are no substitute for states' own policy. A number of states now have somewhat more rigorous academic standards for admission by virtue of requiring that programs meet CAEP's accreditation standards. However, whether CAEP will uniformly uphold its standards (especially as they have already backtracked on the GPA requirement) and deny accreditation to programs that fall short of these admission requirements remains to be seen.[5] Clear state policy would eliminate this uncertainty and send an unequivocal message to programs about the state's expectations.[6]
[1] For general information about teacher preparation program approval see Rotherham, A. J., & Mead, S. (2004). Back to the future: The history and politics of state teacher licensure and certification. In F. Hess, A. J. Rotherham, & K. Walsh (Eds.), A qualified teacher in every classroom (11-47). Cambridge, MA: Harvard Education Press. Retrieved from https://www.nctq.org/nctq/research/1109818629821.pdf
[2] For additional discussion and research of how teacher education programs can add value to their teachers, see National Council on Teacher Quality. (2017). Teacher Prep Review. Retrieved from http://www.nctq.org/teacherPrep/2016/home.do
[3] Walsh, K., & Jacobs, S. (2007). Alternative certification isn't alternative. Thomas B. Fordham Institute. Retrieved from
http://files.eric.ed.gov/fulltext/ED498382.pdf
[4] For additional research on the status of teacher quality and the strengths and weaknesses of accreditation programs and policies in the U.S., see: U.S. Department of Education, Office of Postsecondary Education. (2010). The secretary's seventh annual report on teacher quality: A highly qualified teacher in every classroom. Retrieved from https://www2.ed.gov/about/reports/annual/teachprep/t2r7.pdf
[5] For a discussion of the lack of evidence that national accreditation status enhances teacher preparation programs' effectiveness, see: Ballou, D., & Podgursky, M. (1999, July). Teacher training and licensure: A layman's guide. Marci Kanstoroom and Chester E. Finn., Jr. (eds.), In Better teachers, better schools (pp. 45-47). Washington, DC: Thomas B. Fordham Foundation. Retrieved from http://www.edexcellence.net/sites/default/files/publication/pdfs/btrtchrs_10.pdf; Greenberg, J., & Walsh, K. (2008, June). No common denominator: The preparation of elementary teachers in mathematics by America's education schools. Washington, DC: National Council on Teacher Quality. Retrieved from http://www.nctq.org/dmsView/No_Common_Denominator_NCTQ_Report; Walsh, K., Glaser, D., & Wilcox, D. (2006, May). What education schools aren't teaching about reading and what elementary teachers aren't learning. Washington, DC: National Council on Teacher Quality. Retrieved from http://www.nctq.org/dmsView/What_Ed_Schools_Arent_Teaching_About_Reading_NCTQ_Report
[6] See Walsh, K., Joseph, N., & Lewis, A. (2016, November). Within our grasp: Achieving higher admissions standards in teacher prep. 2016 State Teacher Policy Yearbook Report Series. Retrieved from http://www.nctq.org/dmsView/Admissions_Yearbook_Report