An educator preparation program’s conceptual framework shall contain a system to assess the knowledge, skills, and dispositions of students based on the standards under subch. II. The assessments shall meet all of the following requirements:

1. (1) Be measured using each of the following categories:

   1. (a) Communication skills.
   2. (b) Human relations and professional dispositions.

   3. (c) Content knowledge for subject area programs. The content knowledge shall be assessed by the student meeting one of the following requirements:

      1. 1. Having a cumulative grade point average of not less than 3.0 on a 4.0 scale for courses in the subject area or position.
      2. 2. Having a passing score on a standardized test approved by the state superintendent.
      3. 3. Completing a content-based portfolio designed by the educator preparation program.
   4. (d) Pedagogical knowledge.
   5. (e) Performance in clinical program.

   6. (f) Reading. For candidates for special education licensure, the assessment of reading shall be demonstrated by the student meeting one of the following requirements:

      1. 1. Earning a passing score on the examination required under s. 118.19 (14) (a), Stats.

      2. 2. Completing a course of study under s. 118.19 (14) (b), Stats., that includes the following:

         1. a. Instruction in the teaching of phonemic awareness, phonics, vocabulary, reading comprehension, and fluency.
         2. b. Feedback and coaching from an expert of reading instruction. In this subd. 2. b., “expert of reading instruction” means an individual employed by a school district or an approved program with a master’s degree or higher in reading, literacy, curriculum and instruction with a concentration in literacy, or special education with a concentration in literacy, or an individual who holds a reading specialist license under s. PI 34.070.
         3. c. A portfolio of work that demonstrates competence in phonemic awareness, phonics, vocabulary, reading comprehension, and fluency.
2. (2) Be developmental, multiple, measurable over time, and grounded in research based on best practices in education.
3. (3) Identify levels of proficiency or other benchmarks that demonstrate student success.

History

History: CR 17-093: cr. Register July 2018 No. 751, eff. 8-1-18; EmR2010: emerg. cr. (1) (f), eff. 6-5-20; CR 20-001: am. (2) (d) Register June 2020 No. 774, eff. 7-1-20; CR 20-005: cr. (1) (f) Register June 2020 No. 774, eff. 7-1-20; corrections in (1) (f) 2. b. made under ss. 13.92 (4) (b) 7. and 35.17, Stats., Register June 2020 No. 774.