Wisconsin Senate Bill SB87

Wisconsin 2025-2026 Regular Session

• Introduced: 3/6/25
• Refer: 3/6/25
• Report Pass: 3/14/25

Caption

A lifetime license that authorizes an individual to teach an American Indian language in an American Indian language program and modifying rules promulgated by the Department of Public Instruction. (FE)

Impact

The imposition of this optional approval process represents a substantial change in the relationship between the Department of Public Instruction (DPI) and American Indian tribes when it comes to language education. By necessitating that tribal governments be notified of applicants for lifetime licenses in their languages, the bill ensures tribes can vet candidates, potentially leading to better-qualified educational leaders in these subjects. This will also enable tribes to influence who teaches their languages, reinforcing their role in education concerning their cultural heritage and linguistic preservation.

Summary

Senate Bill 87 proposes significant changes to the process of obtaining a lifetime teaching license for individuals wishing to teach American Indian languages within educational programs. The bill stipulates that an individual holding a provisional teaching license would typically be eligible for a tier III lifetime license after completing six semesters of relevant experience. However, the new provisions allow federally recognized American Indian tribes or bands to mandate qualifications for such licenses specifically regarding their associated languages. This shift aims to empower tribes to evaluate and endorse applicants based on their proficiency in the language, aligning with the tribes’ interests in maintaining linguistic and cultural integrity.

Contention

While supporters of SB 87 are likely to praise the inclusion of tribal governance in educational licensing, concerns might arise regarding the potential for variation in standards across different tribes. This creates a dynamic where the qualification for a lifetime license may differ significantly depending on the tribe, possibly leading to a fragmented educational landscape. Critics may argue that this could complicate the teaching framework for American Indian language programs and create barriers for potential applicants not favored by tribal evaluations, while advocates view this as essential for maintaining the quality and authenticity of language instruction.