ED 690Understanding, Supporting, and

Facilitating the Spirit of PI-34January 2015 – Weekend One

Mary CieslewiczPI-34 Coordinator

SEWNTP at CSU

Welcome

Important Information Soda/Vending machines Course registration Handouts for weekend Computer Use Wiki Wifi password Evaluations

Ice Breaker-Four Seasons

Favorite season of the year: summer, fall, winter, spring

Discuss in your corner what you love about that season. Share the top two reasons group members selected it.

Class Background

4-Corners--What do you know about PI 34? › Not much yet › Some› Quite a bit › I could teach this

Fill out the chart in Your Corner as you verbally share your current position in relation to serving pre-service or initial educators, your knowledge background about PI-34 and any other relevant experience serving pre-service or initial educators.

RECORD QUESTIONS the members of your group have.

Group Norms

Think about a person you most enjoy working with in a group

Look at the Ground Rules At your table discuss the ground rules

› Which seem most relevant to our work?› Are there any rules to add, rules to delete

or modify? In about 10 minutes be ready to share 3 top tips.

Let’s MOVE--Find Partners for the Even Norms-Introduce yourself and sign up a partner for each norm listed-2, 4, 6, 8

2-Suspend Judgment 4-Listen Actively 6-Speak honestly 8-Bring humor

Principles of Conversation

First Year of every License Cycle is for Reflection. Reflection continues to be an important component throughout.

How can Margaret Wheatley’s principles of conversation support that reflection?

Who are some people in the life of a pre-service or new educator who need to practice these principles?

Syllabus and Purposes of Course

What’s in a name?› Understanding› Supporting› Facilitating› Spirit

Why are you here? How will this course help you? Others?

What is the connection between 690 and becoming an IHE?

Why am I here? What background does the instructor bring?

Main Assignments

Course Assignments and Grading System for 3 credits Meeting Agenda on an aspect of PI-34 you would like to communicate in

District20% -- Due Final Day of Class

Reflective Essay connection of PI 34 to Servant Leadership 20% Professional Development Plan 50% Attendance & Participation 10% (short presentation activity in small

groups on day 2)

Take a few moments to individually review the syllabus.

Know that more details will come on these assignments.

Background on PI 34Work in small groups to complete the PI-34 pre-assessment -- What do we know about PI-34?

Stand up if you said you knew quite a bit or could teach the course. Join one or more seated colleagues and work in groups of two or three.

Take turns being the partner with the KEY.

Time to Reflect (Thank your partner and find your seat)

Take time to reflect upon our activities so far › Ice breaker (4 seasons)› Ground rules› Purposes of the course/syllabus› PI-34 pre-assessment

When, in your role (mentor, supervisor, professor, colleague, etc) with pre-service or initial educators have you found it useful, helpful or important to use an icebreaker, set ground rules, review purpose, or pre-assess?

PI-34 Synopsis Powerpoint

1. Background: 2-9As we review the slides together, consider what has happened since 2000 that either makes the PI-34 vision as relevant or even more relevant? What are additional considerations are needed in 2015? Record your thoughts in the PI-34 Synopsis notes page.

2. A new system: 10-18. Work with a partner to read and discuss slides. In your experience working with initial educators how well have colleges fulfilled their role. How well have districts fulfilled expectations for supporting initial educators. How well has DPI fulfilled its role to colleges and districts and how has the vision of career long professional development been advanced.DEBRIEF GROUP: What’s happening now. What more is possible. Questions.

3. Career Long Professional Development: 19-32. In your experience is the vision of career long professional development including collaboration and focus on standards more embedded in schools as a result PI-34?

CHANGE

“Resistance to change is perhaps as natural as the need to change is obvious”

THE PDP

Where does an educator write a PDP?

You can create a draft on YOUR COMPUTER:Download a PDP form from DPI link http://tepdl.dpi.wi.gov/pdp/writing-a-pdp

Final is in THE CLOUD: Complete an online PDP at 1. WECANservices.education.wisc.edu/wecan/ 2. QEI

myqei.org

GRANTING “Special Access” allows you to give feedback to someone on their PDP while they are developing it and does not mean you are a reviewer.

Tomorrow is a BIG day!

1. Be prepared to begin writing a PDP by downloading the fillable form and registering on a PDP online site and Granting Special access to mary.cieslewicz.wfbms@gmail.com

2. Anticipate that you and a partner will explore an online site that is an essential resource in writing a PDP or a topic of change in education and present to the class.

3. Anticipate that your will begin writing a PDP that focuses on your own teaching OR how you can better serve PI-34 needs of educators you serve in your role.

4. Commit to being that person you most admire as a work partner.

Picture Grid – Whip around – “PI-34 is like a _____ because . . .”

Good Morning

Morning Ice Breaker: › Only child, oldest child, middle child, or

youngest child

What do you like best about your familial position? What drove or drives you crazy about family members in other spots?

PDP

PDP PDP PDP PDP PDP PDP PDP

Preview the Parts of the PDP1. Reflection2. Writing the Plan-several components3. (for initial Educators) Goal approval by PDP Team reviewers4. Annual review of the plan5. Documentation of the completed plan6. Verification by the PDP Team (3 reviewers)

Ben’s plan is the example PDP in the Initial Educator Toolkit which can be downloaded from DPI. Bens plan begins on Page 33 of the DPI Toolkit (Currently being revised by DPI)

Work with your Rule 8 Partner and walk through Ben’s PDP with the PDP Scavenger Hunt

Review the final slides in the PDP Synopsis PowerPoint 33-38In your packet list the struggles that beginning teachers have with

the PDP process.

Clarification of Some Terms

Initial Educator-educator with an IE license, any teacher who has not yet completed a PDP and ADVANCED to the professional educator license

Goal –sometimes means your one or two sentence statement of the plan. (Step II B)

Goal-sometimes used to refer to PLAN through Step II E.

PDP Team-Not really a team at all, but the 3 reviewers in specific roles who independently verify your PDP-do not need to be the same people in the beginning and end

Goal Approval-three reviewers have read Step I and Step II A-E and at least two reviewers verified it met requirements.

Verification- three reviewers have read the COMPLETED PDP & verified you have met the requirements. 20

Review—Partner Activity

Using WI Quality Educator Initiative Licensure Stages Chart . . .

1) As an initial educator tell someone unfamiliar with PI-34 the main steps to licensure

2)As a professional educator, what are 3 main differences between your licensure cycle and an initial educator’s?

Writing the PDP-AssignmentOption I: Write a PDP with a goal that states what you, in your role as a mentor or teacher leader, need to learn and do to improve PI-34 support for educators in your institution, school or district leading to increased learning for their students.

(9) The teacher is a reflective practitioner who continually evaluates the effect of his/her choices and actions on pupils, parents, professionals in the learning community and others and who actively seeks out opportunities to grow professionally. (10) The teacher fosters relationships with school colleagues, parents, and agencies in the larger community to support pupil learning and well being and who acts with integrity, fairness and in an ethical manner.

Option II: Write a PDP with a goal that states what you, in your role with students, need to learn and do to improve your learning and student achievement

STEP I: Reflection – Read and discuss Ben’s reflection

IN Year one the initial educator should reflect by analyzing the relationship between student learning and the initial educator’s developing professional practice.

What strengths or successes does he mention?What struggles or challenges does he include?What standards would you suggest link to this reflection?

You completed several “reflection” activities so far including the four corners assessment of your current knowledge and your notes to accompany the PI-34 Synopsis PowerPoint. In your reflection consider:1. Reflect on current implementation of PI-34 in your district, what

you know and need to know about PI-34 and how the spirit of PI-34 is supported in your school or district and what more could be done?

Write your reflection on the downloaded PDP form, a word doc, or your online site.

Reflection Resources(also see PDP packet)

Year I of the license cycle is for reflection.

DPI provides a reflection tool

The educator effectiveness process involves a reflection tool

Mentor collaborative logs are a reflective tool

What are opportunities in working with initial educators to involve them in reflection and remind them to document reflective work?

STEP I REFLECTION for TeachersReflection Strategy: SUCCESS POST-IT-NOTES

Write 5 post-it notes of things that happened in class today that you are proud Write 5 post-it notes of accomplishments this year you are proud of.

Write 5 post-it-notes of future work you must do to meet district, building, team, or curricular goals.

Work with a partner to sort your current and future success post-its into the Standards.

 

Choosing Standards

Did you find clusters of post it notes? Did some post-its fit more than one

standard? How many standards must align with

the goal you write? Is it a benefit to have more than the

required number?

Step II A: Description of Situation – review Ben’s Step II ALook at the list of requirements for a Description of Situation.

Listen whiles Ben’s Description is read and check off components as you hear them.

Is there anything about his description of situation you wished he had added?

Where does Ben get his information?

Choose one of the two description of situations in the packet and verify that it contains the required elements.

Step II A: Description of Situation – review Ben’s Step II A

For Homework: Write your description of situation. For the option 1 PDP describe your role in supporting others in understanding PI-34, growing professionally, and successfully writing and implementing a PDP. Also include a description of the educators you serve—e.g., pre-service, 1st and 2nd year Initial educators, 3+ initial educators and/or professional educators.

In addition, if you are in a school district, use WISEdash SITE http://wisedash.dpi.wi.gov/ and district or school resources to complete the requirements of Step II A. Use the checklist in the PDP.

Think about: What resource do you provide educators to help them complete Step II A?Would it be ok if teachers in your district used the same description of situation?

http://tepdl.dpi.wi.gov/sites/default/files/imce/tepdl/pdf/Collaboration-Guidance.pdf

   

Standards and Change in Education

Over the past several years, there has been a significant amount of change in education within the state of Wisconsin and more change is to come.

A Message from the State Superintendent

http://statesupt.dpi.wi.gov/

What changes have been implemented? What plans have changed? Why?

Time to Explore

We are going to take time to explore some changes and how they will relate to our roles in supporting teachers – new and veteran ones

With a partner, review the updated DPI website and prepare your findings related to one of the listed focus questions. Be prepared to share your information with the

whole group.

http://www.dpi.wi.gov/ Link to home page of DPI Use the K-W-L chart to determine which topic you would

like to pursue. In 15 minutes we’ll meet and form groups.

Focus Questions

1. What are the WI Teacher Standards? How do they relate to student learning? With which ones do most beginning teachers struggle? Where do they need the most growth and support? 

2. Using the chart provided and additional resources you find explore correlations among the InTASC Standards, the WI Teacher Standards, and Danielson Framework. What are some clear similarities? What are some significant differences? What are the implications of those differences? 

3. What are the major components of the Educator Effectiveness program? Show important features on the DPI website. How is it impacting beginning teachers?

4. How are the administrator standards different from the teacher standards? According to the standards, what role do administrators have in supporting beginning teachers? AND…what role do they have in facilitating student learning? What is the role of administrators in Educator Effectiveness and how is this impacting beginning teachers.

5. Explore the transition to ELO (online licensing). Demo the site and discuss how and when an initial educator may need guidance in this process. Also show where an educator with a special situation such as coming from out-of-state can find information.

6. Explore the WISEdash site. Demo the site and discuss why reflecting on demographics is important in writing a PDP. Discuss how one might decide between using district or school demographics.

Sharing of Research

What does everyone need to know? How will you share this information? You must

create a document to share on the WIKI as a resource for colleagues.› Compare and Contrast chart› Powerpoint› Top ten list› Q and A› Graphic

What questions do you have before we join our partners.

Presentations

Record notes as you listen to each presentation.

Feedback on this activity

What worked?

What could be changed or altered?

Standards Alignment:Two Wishes

Review the administrator and teacher standards (INTASC and WI) along with the Danielson Framework handout.

Which teaching standards would correspond to a PDP written to learn and share processes related to PI-34?

Two Wishes

What are ideas for support for new teachers that you wish would be added in your school or district to advance the spirit of PI-34.

Examples:› I wish mentors had practice writing PDPs› I wish new teachers had opportunities to

reflect on their practice with other new teachers

Homework

Reflect during the week on possibilities for your PDP topic.

Explore the websites for online PDPs (WECAN and QEI, the DPI Website including license lookup and WISEdash.

Finish writing your Reflection and Description of Situation

Think about the meeting agenda assignment—what information would you like to share about PI-34? What changes in support might you suggest? Who will attend the meeting. This assignment is due the last day of class with time to work on Friday.

Closure for Day Two

Read one of your wishes to the group

Shel Silverstein

If you are a dreamer come inIf you are a dreamer, a wisher, a liarA hoper, a pray-er, a magic bean buy-erIf you’re a pretender come sit by my fireFor we have some flax golden tales to

spinCome in! Come in! (And come back next week:)