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Monday, February 23, 2015

Computer Science Licensing Guidance

A new guidance document on license requirements for teaching computer science courses can be found at http://tepdl.dpi.wi.gov/sites/default/files/imce/tepdl/pdf/Computer-Science-Guidance.pdf.  This document shows the difference between Computer Science and other aspects of K-12 education that involve computers (e.g., Technology/Computer Literacy and Fluency, Educational Technology,  Information Technology).  It identifies the criteria that make up a Computer Science course and lists the Coursework Completion System (CWCS) course codes that require a teacher to hold a license in Computer Science.

Monday, February 9, 2015

RtI Licensure Guidance

A new guidance document on licensure requirements within a Response to Intervention/Multi-level systems of support framework is available at http://tepdl.dpi.wi.gov/sites/default/files/imce/tepdl/pdf/RtI-Licensure-Guidance.pdf.

The document provides specifics regarding what license is required to provide interventions and additional challenges for reading, math, and behavior.  It also includes the following section about instruction and support.

Instruction vs. Support
Teachers provide instruction, while paraprofessionals provide support to the student for that instruction. An appropriately licensed teacher or reading specialist designs the lessons, implements the lessons, and evaluates student learning.  Teachers licensed in other subject areas and paraprofessionals may provide reinforcement for learning activities but not the actual instruction itself.

“Teacher” is defined in PI 34 and under Wis. Stat. 40.02(55) as a school employee who demonstrates the knowledge, skills, and dispositions outlined in PI 34.02 (the Wisconsin Educator Standards) to improve pupil learning through the exercise of any educational function, including instructing pupils or administering, directing, or supervising any educational activity. “Teaching” is defined in PI 34.01(59) as improving pupil learning by planning instruction, diagnosing learning needs, prescribing content delivery through classroom activities, assessing student learning, reporting outcomes to administrators and parents, and evaluating the effects of instruction.  Interventions and additional challenges are considered instruction.  All of these activities must be provided by an appropriately licensed teacher or reading specialist.

Support is the reinforcement of instruction, reinforcement for an intervention, or reinforcement for an additional challenge that has already been provided by the appropriately licensed teacher or reading specialist.  Examples of support include:

·         assisting individual or groups of students with independent practice work assigned by the teacher.
·         assisting classroom teachers during guided reading with monitoring/assisting students with independent reading assignments, while the teacher works with small group guided reading instruction
·         taping (oral/video) oral reading selections for later analysis by the Title I or classroom teacher (taped running records)

Note: Some minor edits were made to the document on February 18, 2015, and March 10, 2015.