What license is needed for a teaching assignment? In general, a course aligned with a specific set of academic standards requires the teacher of that course to hold the license in the subject of the academic standards addressed in that course. When students also receive equivalent credit in another content area (e.g.computer science course with equivalent math credit, agriculture with science equivalent credit), the teacher does not also need the additional license in the area of equivalent credit unless the district requires it or the teacher also teaches other courses developed based on another set of academic standards. The department also uses assignment to license mapping to support school districts in determining appropriately licensed staff for an assignment and as part of the WISEstaff collection and audit.
For details on the licensing tiers system:
Wisconsin Licensing System for Teachers, Pupil Services, and Administrators
The following sections answer many common questions regarding teaching assignments allowed with various teaching licenses and subject codes.
The following sections answer many common questions regarding the scope of pupil service assignments. This information is from a DPI publication titled "School Based Mental Health Professionals in Wisconsin" published in March 2023.
- Overview of Education Requirements
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School Counselors
School Nurses
School Social Workers
School Psychologists
Master’s degree, with specialized coursework and practicum/ internship experience in school counseling.
Registered Nurse licensed by the Department of Safety and Professional Services (DSPS)
Master’s degree in social work from a Council on Social Work Education (CSWE) approved program, with specific coursework and training in school social work practice.
Advanced graduate coursework and practical experiences relevant to both psychology and education.
School psychologists typically complete either a specialist- level graduate degree program (at least sixty graduate semester hours) or a doctoral degree (at least ninety graduate semester hours), both of which include a year-long 1200 hour supervised internship.
- School Counselor
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Overview
Comprehensive school counselors serve as school based mental health professional leaders, advocates, and collaborators to help all students apply academic achievement strategies, regulate emotions, develop interpersonal skills, foster career readiness, and plan for postsecondary options and careers.
School counselors advocate for and deliver proactive and preventive programs, services, interventions and supports to meet the needs of students. Providing universal and targeted support is critical to meet the psychoeducational needs of students through classroom lessons and small group instruction on mental health and wellbeing, social emotional learning, emotional regulation, coping skills, college and career readiness and life skills necessary for academic, social emotional, and career success.
Serving as vital members of the education team, school counselors use data to design school counseling programs to improve student outcomes including increased student achievement, improved graduation rates, better attendance, reduced disciplinary referrals, completed individual learning plans, and increased student participation in the community (ASCA 2019).
School counselors recognize and remove systemic barriers to student success and promote equity and access for all students.
Collaboration and consultation with staff, families, community agencies and organizations are integral to school counselors' work in helping to create the environment, culture, opportunities, and resources that ensure all students succeed.
Knowledge and Skills
School counselors hold a master’s degree, with specialized coursework and practicum/ internship experience in school counseling. School counselors demonstrate knowledge and skills in areas such as:
- knowledge of the history of school counseling, the American education system, and understanding the development trajectories of diverse learners;
- knowledge of established and emerging counseling and educational theories and methods and evidence-based techniques;
- assessing students’ needs and identifying a range of school counseling techniques to meet those needs;
- utilizing digital literacy and technology tools to support the school counseling program and to track the academic, college/career, and social emotional development of all students;
- creating and implementing data-informed school counseling programs that positively impact student outcomes and promote educational equity and access;
- using pedagogical skills, collaborative strategies, and referral systems to support student learning;
- evaluating areas of strength and needed improvement for program activities and intervention;
- the role as a leader, collaborator, advocate, and agent for systemic change; and
- ethical and culturally responsive behavior and maintaining the highest standard of professionalism and legal obligation (ASCA 2022).
Role in Schools
Direct student services include:
- School-wide school counseling classroom lessons based on the ASCA Student Standards:Mindsets & Behaviors for Student Success related to academic, social-emotional, and career development;
- Small group counseling;
- Conflict resolution;
- Individual student academic appraisal, planning and goal setting; and Short-term counseling to students.
Indirect student services include consultation, collaboration, and referral:
- Referrals for long-term support;
- Collaboration with families, educators, administrators, and community providers and agencies;
- Advocacy for students at student-focused meetings, and school/district systems level;
- Advocacy for systemic change when formal or informal policies and procedures negatively impact student success;
- Leadership through crisis prevention and intervention services, school and district level committee participation and professional development training for staff and stakeholders on school counseling related topics; and
- Data analysis to identify student issues, needs, and challenges.
- School Nurse
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Overview
School nurses support the physical and mental health and educational success of children and youth by providing the link between health and learning. This
document addresses the role of school nurses in students’ mental health. All registered nurses receive training in mental health including the grief process. Nursing promotes wellness and does not separate mental health from physical health. School nurses are often the initial access point to identify concerns, determine interventions, and link students and families to school and/or community resources (NASN 2021a).
The school nurse is the bridge between health and education in the school setting, promoting positive behavioral health and using assessment skills to identify children at risk for behavioral health needs. School nurses, in collaboration with the interdisciplinary education team, provide critical links to prevention, early identification, intervention, and referral for behavioral/mental health concerns.
The school nurse is especially qualified to assess a student’s health status and how it might be impacting mental health and ability to learn in the classroom. Some physical health conditions mimic the signs and symptoms of mental health conditions. Parents and medical providers may ask school nurses to monitor responses to pharmacotherapy.
Knowledge and Skills
School nurses are required to be a registered nurse licensed by the Department of Safety and Professional Services (DSPS) to practice professional nursing in Wisconsin. School nursing is a specialty, but specific training is not statutorily required other than a course in Public/Community Health.
Role in Schools
School nurses advance the well-being, academic success, and lifelong achievement and health of students. School nurses lead in the development of policies, programs, and procedures for the provision of school health services at an individual or district level. The school nurse supports student success by providing health care through assessment, intervention, and follow-up for all children within the school setting. The school nurse addresses the physical, mental, emotional, and social health needs of students and supports their achievement in the learning process.
- School Social Worker
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Overview
School social workers are trained mental health professionals who provide leadership and services to schools on multiple systems levels, including individual and group supports, policy and system improvements, and collaborations across systems (NASW 2012; Frey et al. 2013; SSWAA n.d.). School social workers engage an ecological framework to remove barriers and improve the fit between a student and their many environments, both supporting environmental conditions that foster growth and development and expanding individual strengths (NASW 2012). With a focus on relationship and community building, school social workers help students, families, colleagues, and systems leverage strengths, build resilience, and thrive (Frey at al. 2013).
School social workers take action to promote social justice and employ a trauma sensitive, culturally responsive lens to the work (SSWAA n.d.). Leaders in advocacy, ethical practice, collaboration, and innovation, school social workers maximize resources and create new coalitions (NASW 2012). School social workers support the learning and growth of colleagues through training facilitation, coaching, and consultation (Frey at al. 2013; SSWAA n.d.). School social work interventions reduce barriers to learning, especially those that stem from outside the school building, enabling students to be physically, mentally, and emotionally present and ready to learn in the classroom (NASW 2012; Frey et al. 2013; SSWAA n.d.).
Knowledge and Skills
School social workers receive a master’s degree in social work from a Council on Social Work Education (CSWE) approved program, with specific coursework and training in school social work practice. School social workers complete a practicum, or paid work experience, with a field supervisor to demonstrate competency in various areas of practice.
In addition to generalist social work coursework including psychopathology, social work theory and practice, human development, social policy, organizational leadership, and statistics, school social work graduate students demonstrate knowledge and skill in the school-setting specific to:
- social welfare and educational policy,
- social work values and ethics,
- social and economic populations at risk,
- systematic assessment of individuals, families, schools, and community and their interactions,
- effective prevention and intervention with individuals, families, schools, and communities,
- human behavior and the social environment,
- NASW Standards for School Social Work Services describes National Practice Standards.
Role in Schools
School social workers are a link between the home, school, and community in providing direct as well as indirect services to students, families, and school systems to promote and support students' academic and social success (NASW 2012; Frey et al. 2013; SSWAA n.d.). They help students assess strengths and needs to problem solve and remove barriers to learning, especially those that stem from outside of the school or arise from mental health challenges (NASW 2012; Frey et al. 2013; SSWAA n.d.). School social workers have a specific ethical obligation to serve students from the most vulnerable and marginalized groups (NASW 2012). In addition to supporting all students with barriers to learning or wellbeing, their work includes providing related services for students with IEPs (Individualized Education Programs), conducting social developmental histories, and engaging families through home visits (SSWAA n.d.). School social workers act within and between multiple systems levels to provide a continuum of supports to students and systems with a focus on prevention and wellness promotion (NASW 2012).
- School Psychologist
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Overview
School psychologists are uniquely qualified members of school teams that support students' ability to learn and teachers' ability to teach. School psychologists apply expertise in mental health, learning, and behavior, to help children and youth succeed academically, socially, behaviorally, and emotionally. They collaborate with families, teachers, school administrators, and other professionals to create safe, healthy, and supportive learning environments that strengthen connections between home, school, and the community (NASP 2021). This includes working directly with students, collaborating with teachers, families, administrators, and other mental health professionals to develop and provide supports and interventions at the individual, small group, classroom, school, and district levels.
Knowledge and Skills
School psychologists receive specialized advanced graduate coursework and practical experiences relevant to both psychology and education. School psychologists typically complete either a specialist-level degree program (at least sixty graduate semester hours) or a doctoral degree (at least ninety graduate semester hours), both of which include a year-long 1200 hour supervised internship (NASP 2021).
The National Association of School Psychologists provides national training standards organized within ten domains of school psychology practice (NASP 2020). Within these domains, school psychology graduate programs provide training including but not limited to:
- Data collection and analysis Assessment Progress monitoring
- School-wide practices to promote learning
- Resilience and risk factors
- Consultation and collaboration Academic/learning interventions
- Mental health interventions
- Behavioral interventions Instructional support
- Prevention and intervention services
- Special education services
- Crisis preparedness, response, and recovery
- Family-school-community collaboration
- Diversity in development and learning
- Research and program evaluation
- Professional ethics, school law, and systems (NASP 2021)
Role in Schools
School psychologists provide direct support and interventions to students, consult with teachers, families, and other stakeholders to improve support strategies, work with school administrators to improve school-wide practices and policies, and collaborate with community providers to coordinate needed services. They help schools successfully:
- Improve Academic Achievement
- Promote Positive Behavior and Mental Health
- Support Diverse Learners
- Create Safe, Positive School Climates
- Strengthen Family-School Partnerships
- Improve School-Wide Assessment and Accountability
- Monitor individual student progress in academics and behavior (NASP 2021)