Wisconsin Department of Public Instruction makes teacher “licensing process more understandable”



Wisconsin Department of Public Instruction releases blueprint for the dismantling and demoralization of the teaching profession.

“How can anyone make such a claim?”

It’s easy.  In response to the “teacher shortage” narrative the Wisconsin Department of Public Instruction put forth rules that favor “alternative” and “fast track” pipelines into the classrooms of Wisconsin public schools.

Why would DPI do this when the research is clear that the teacher shortage is cover for the real problem—teacher retention, deprofessionalization, and demoralization?

Because it’s not about research or what’s best for kids.  It’s simply neoliberal business as usual and a “disruption” policy that serves to privatize teacher education.

WI DPI refuses to acknowledge its “leadership group” did more to demoralize teachers when they decided to deregulate and create “license flexibility.”

Where’s the proof?

PI 34.006 Definitions. In this subchapter: “Institution” means one or more accredited colleges or universities offering an educator preparation program. “Student” means an individual enrolled in an educator preparation program.

“Entity” means one of the following or a consortium of the following:

(a) CESA.

(b) Community-based organization.

(c) Institution.

(d) Non-profit organization.

(e) Private enterprise.

(f) School.

(g) School district.

PI 34.007 Program approval. ELIGIBILITY. An entity may apply under sub. (2) for the state superintendent’s approval of its educator preparation program if all of the following applies: The entity’s educator preparation program is headquartered and physically located in the state of Wisconsin. If the entity does not have its principal campus in the state of Wisconsin, the entity is approved by department of safety and professional services under s. 440.52, Stats.

Entity? Really?  In other words teacher education in Wisconsin is now an open market—privatization and deregulation are running full spigot.



How is it that a “retention emergency plan” escaped DPI leadership? Or is the exodus worth preserving to make sure that “fast track” and “alternative licensing” are the only “pathways” into our classrooms?

Where is the plan to “re-moralize” the profession?  Teachers are ready to “rise today and change this world.”