This is the third in a three-part series examining emergency and alternative licensure pathways available to Wisconsin schools and aspiring teachers.
Part III: Knowing Yourself, Understanding the Licensing Landscape, and Moving Forward Strategically
In this final article of the three-part series, the focus shifts from understanding emergency and alternative licensure to making strategic decisions about which licensing pathways best serve a district’s needs. Across Wisconsin and the broader region, there are many providers in the educator licensing landscape. These include universities, CESA agencies, independent licensing programs, school districts, nonprofits, private companies, and national providers such as the American Board for Certification of Teacher Excellence and Teachers of Tomorrow. Wisconsin’s Department of Public Instruction recognizes multiple pathways to licensure, including approved educator preparation programs offered through colleges and universities, as well as nontraditional programs offered through approved nonprofits, school districts, and for-profit entities (Wisconsin Department of Public Instruction [DPI], n.d.-a).
Each organization brings its own identity, process, delivery model, expectations, and order of operations. The challenge for school districts is not simply to identify what options exist. The deeper challenge is to determine which system, or combination of systems, best aligns with the district’s current staffing needs, long-term goals, financial realities, and vision for educator development.
Districts should begin by knowing themselves. This means understanding current licensing needs, anticipated shortages, budget limitations, community priorities, and the level of support the district can provide to candidates once they are hired. Some schools may need a short-term solution for a difficult-to-fill vacancy. Others may be looking to build a long-term pipeline of local talent through paraprofessionals, long-term substitutes, or community members who already know the students and culture of the school. These are different goals, and they may require different licensing partners.
Although providers may differ in structure and process, many are working toward the same final outcome: helping successful candidates earn a Wisconsin Department of Public Instruction license. DPI’s teacher pathway guidance notes that Wisconsin pathway options lead to a full Tier II license, while also identifying other options such as out-of-state pathways, content-test add-ons, licenses with stipulations, and Tier I permits (DPI, n.d.-b). However, the path to that license can vary significantly. Some programs include coursework, classroom-based preparation, mentoring, and clinical or student teaching experiences. Other models rely more heavily on assessments, independent modules, or candidate-directed progress. Like ornaments on a Christmas tree, each program may sparkle differently and appeal to different candidates, schools, and district needs.
For that reason, districts should consider several key factors before entering short-term or long-term partnerships. Program quality should be a central consideration. What is the provider’s track record? How many candidates successfully transition to licensure? What support is available when a candidate struggles? Cost also matters, especially when school finances are limited and candidates may already be making personal sacrifices. Cost must be acknowledged as a significant factor. In the current economy, many candidates are weighing the personal financial burden of licensure, while districts are working within extremely limited budgets and often have little, if any, funding to spare. Affordability matters, and it should be part of every conversation about licensing pathways. At the same time, cost cannot be the only measure. Institutional integrity, communication, responsiveness, program quality, and adherence to state and DPI expectations are equally important. Addressing these challenges cannot fall solely on individual teachers or school districts. For Wisconsin schools to be serious about strengthening its educator workforce, then affordability, access, and quality must be treated not only as district concerns, but as community and statewide priorities.
This decision-making is especially important because Wisconsin districts are increasingly relying on emergency and nontraditional routes into the classroom. The Wisconsin Policy Forum reported that a growing number of Wisconsin teachers hold emergency licenses, reflecting staffing needs and increased reliance on nontraditional pathways. The trend is more prevalent in small districts, urban districts, certain subject areas, and among educators with less experience (Wisconsin Policy Forum, 2025). This reinforces the need for districts to evaluate not only whether a provider can help a candidate become licensed, but also whether the provider can support the district’s broader workforce strategy.
In a time when the licensed educator talent pool continues to shrink, licensing decisions require thoughtful planning rather than casual selection. School systems must gather information, compare available pathways, and learn from prior partnerships. Over time, patterns become clear: some providers communicate consistently, follow through on expectations, and offer meaningful candidate support, while others may not meet the same standard. Those experiences should become part of the district’s decision-making process. Moving forward strategically means choosing licensing partners who can help address immediate staffing needs while also contributing to a stronger, more stable educator workforce for tomorrow.
About the Author
Dr. Timothy L. Raymond, Ed.D., serves as Licensing Coordinator for the CESA 7 Teacher Development Center, where he supports educator licensure pathways, teacher development, and district partnerships across Wisconsin. His work focuses on helping schools navigate licensure requirements, build sustainable educator pipelines, and support teachers as they move from initial entry into the profession toward long-term instructional success. Through his role, Dr. Raymond works closely with districts, candidates, mentors, and preparation partners to strengthen access, accountability, and support within Wisconsin’s educator workforce.
References
Wisconsin Department of Public Instruction. (n.d.-a). Leading forward: Educator preparation programs. https://dpi.wi.gov/education-workforce/prepare/educator-preparation-programs
Wisconsin Department of Public Instruction. (n.d.-b). Pathways to a teaching license. https://dpi.wi.gov/licensing/general/teacher-paths
Wisconsin Policy Forum. (2025, November). License to teach. https://wispolicyforum.org/research/license-to-teach/