June 8, 2001
Agenda Item I.1.b.(2)

University of Wisconsin Board of Regents



A PK-16 strategy for the UW System acknowledges the very high quality of education in Wisconsin.† Many national indicators demonstrate the effectiveness of our public schools, our universities, and our technical colleges.† To build on this tradition of quality, however, we have challenges to address so we can continuously improve our institutions, the quality of our programs, student access to programs, and student achievement.† The regentsí PK-16 principles and actions will demonstrate this commitment to a seamless, quality educational system for Wisconsin citizens.† It is important to note that the principles endorse a systemwide strategy for a major PK-16 initiative.† However, it is equally important that as individual institutions plan and implement their responses, that they be enabled to so within the context of their institutional missions and unique features.† Institutions must have the flexibility to respond appropriately to local and regional needs.† One model or approach will not serve all.†

Principle #1:† Strengthening teacher preparation and professional development is central to improving Wisconsinís schools and in preparing all students to participate in a vibrant 21st Century society and economy.† Further, the quality of higher education is directly affected by the quality of PK-12 education.

Action:††† By adopting the PK-16 Principles, the Board of Regents will work with institutions, PK-12 and other postsecondary education leaders to develop a well-articulated plan for achieving quality PK-16 education for UWS with an emphasis on strengthening teacher preparation and professional development.

Principle #2:† The quality of learning is directly affected by the quality of teaching; therefore, institutions should assume responsibility at the all-university level for teacher quality and work in partnership with PK-12 and other postsecondary education leaders toward school renewal.

Action:††† Chancellors should work collaboratively with PK-12 and other postsecondary education leaders to develop a well-articulated plan for achieving local quality PK-16 education including components that respond to issues and strategy alternatives articulated in this document.† UW System will report to the Board of Regents on plans, initiatives and achievements in June 2002.


The PK-16 principles and actions cited above are informed by a series of critical issues.† Several strategy alternatives are proposed as ways to respond to these issues.† The list below is not exhaustive and assumes that local and regional PK-16 needs will influence each institutions plans, initiatives, and strategies.† It should be noted that several of the strategy alternatives proposed are already occurring.†



Strategy Alternatives

A.1.      State coordination of the relationship of PK-12 to higher education is necessary to achieve a seamless PK-16 state education system.

AA.1.†† The UW System President should assume co-leadership for the development and implementation of the Wisconsin PK-16 Leadership Council, working in collaboration with the Department of Public Instruction, Wisconsin Technical College System and the Wisconsin Association of Private Colleges and Universities.† The President should report regularly to the Board of Regents on the Councilís progress.

A.2.      Local coordination of the relationship of PK-12 to higher education is necessary to achieve a seamless PK-16 local education system.

AA.2††† With chancellors in a leadership role, each UW institution should organize and support a formal PK-16 partnership in collaboration with PK-12 and other postsecondary education leaders, in order to achieve quality education.† Local partnerships should establish benchmark outcomes with achievements reported to the Board of Regents annually.

A.3.      Increased state funding is necessary to achieve an effective PK-16 education system.

AA.3††† The Board of Regents should consider developing a PK-16 budget initiative for 2003-05 that advances PK-16 reforms and complements the resource investments of PK-12 education.



Strategy Alternatives

B.1.      Ensuring the quality of teacher preparation, induction, mentoring and professional development in concert with DPI rules and school renewal is an all-university responsibility (including faculty from education, letters and science, and other related disciplines) in collaboration with local PK-12 school partners.

BB.1.†† UW System Administration will pilot four Model PK-16 Academies to develop a system of shared responsibility for teacher preparation.† The Academies will be evaluated and models will be shared for replication.

B.2.      Teacher preparation programs should prepare prospective teachers to ensure that all students meet high academic standards.

BB.2.†† UW System Administration and the UW institutions should participate, contribute, monitor and communicate the implementation of new teacher program approval and licensure rules (PI34).

B.3.      Teacher preparation programs should prepare prospective teachers to perform effectively in diverse school cultures in keeping with Plan 2008.

BB.3.†† UW System Administration and UW institutions should continue to link and expand connections with Plan 2008 initiatives with teacher preparation programs.

B.4.      Students in teacher preparation programs should be representative of the diversity that exists in PK-12 schools.

BB.4.† UW institutions should continue to enhance and expand plans for recruiting a more diverse cohort into teaching by systematically identifying and actively recruiting students to expand the diversity of teacher candidates.

B.5.      UW System should align university resources in teacher education to effectively meet state needs.

BB.5a.† UW institutions should organize teacher education programs to be responsive to local and statewide supply and demand needs, including both high demand and overpopulated teaching fields.

BB.5b. UW System Administration and UW institutions should work with DPI to ensure reliable, accurate supply and demand data.



Strategy Alternatives

B.6.††† Collaborative teacher education program development (including the use of technology) within the UW System and with other partners will improve the access to certification programs in critical shortage areas.

BB.6a.† UW institutions should develop, as appropriate, multiple pathways for prospective teacher candidates to achieve statewide licensure.

BB.6b. UW System Administration should facilitate system-wide development of collaborative licensure programs to address shortages.

B.7.††† Promotion and tenure policies should not impede contributions of faculty involved in research, teaching, and service related to PK-16 reform.

BB.7.†† Provosts should encourage faculty to review promotion and tenure policies so the research, teaching and service contributions of those faculty involved in PK-16 reform are recognized in the policies.

B.8.††† The concept of ďclinical facultyĒ in-residence and other faculty exchanges between PK-12 teachers and UW faculty should continue to be developed.

BB.8.†† See BB.7.

B.9.††† Teacher and administrator leadership development should be jointly fostered through the local PK-16 partnerships.

BB.9.†† See AA.2.

B.10.† UW System has an important role in supporting career teachers who might assume mentoring and other school-based teacher leadership roles.

BB.10a.††††††††††† UW System Administration and UW institutions should support development of system-wide collaborative mentoring preparation programs.

BB10b. UW System Administration should encourage the development of system-wide career and leadership development programs.



Strategy Alternatives

B.11. PK-16 reform will be advanced by increasing the number of career teachers and mentors who hold National Board for Professional Teaching Standards certification as well as the number of teachers who are certified as master educators.

BB.11a.††††††††††† UW System should collaborate and support DPI initiatives that expand the number of National Board certified teachers.

BB.11b. UW System graduate programs and professional development for PK-12 teachers should complement master educator certification opportunities.



Strategy Alternatives

C.1.      Instructional technology is an essential tool for all of Wisconsinís PK-12 teachers and administrators as well as postsecondary faculty and administrators.

CC.1.     UW System Administration and UW institutions will incorporate teacher education needs into the overall Instructional Technology (IT) planning processes and report to Board of Regents as part of the system IT plan.

C.2.      Preparing teachers to use technology is a responsibility of UW System, its institutions and faculty.

CC.2.     UW System Administration will work with TEACH, DPI, PK-16 Council etc. on statewide planning and coordination.

C.3.      UW faculty should be encouraged, provided support, and rewarded for redesigning teacher education programs that integrate technology.

CC.3.     UW System Administration will work with institutions to identify, establish and disseminate best practices.



Strategy Alternatives

D.1.      High academic standards and rigorous curricula contribute to the achievement of all children.

DD.1.†† UW System should continue to work collaboratively with DPI, WTCS and private colleges to improve the alignment and articulation of curriculum between educational sectors.

D.2.      PK-16 education in Wisconsin must allow students to make seamless transitions between secondary and postsecondary education, in which students do not experience gaps or unnecessary overlaps in their learning.

DD.2a. UW System should continually assess the alignment of placement tests with Wisconsinís Model Academic Standards

DD.2b. UW System Administration should continually review and revise, as appropriate, the UW competency-based admission criteria to ensure alignment with Wisconsinís Model Academic Standards.

DD.2c. UW System Administration and UW institutions should continue to enhance and expand articulation with WTCS.

D.3.      UW System Administration and UW institutions should embrace accountability and quality assurance of teacher education graduates.

DD.3a. UW System Administration should identify an approach and framework to conduct a thorough assessment of the status of teacher education in the UW System in order to form a baseline for accountability measures.

DD.3b. UW institutions should include specific benchmark measures for accountability in their local PK-16 plans.

DD.3c. UW System Administration should develop criteria and benchmarks for assessing institutional and system implementation of PK-16 activities to achieve outcomes.

DD.3d. UW System Administration should annually report to the Board of Regents on status of PK-16 initiatives and outcomes.


PK-16 Principles

PK-16 Principles Planning Framework