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How to write a How to write a quality Professional quality Professional DevelopmentDevelopmentPlanPlan

Winnebagoland UniServWinnebagoland UniServOctober 13, 2009October 13, 2009

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A PDP is NOT a A PDP is NOT a portfolio,portfolio,a PDP is a plan!a PDP is a plan!PortfolioPortfolio : collection of materials that

represent a person’s work• Contents determined by IHE, NBPTS, Contents determined by IHE, NBPTS,

WIMEWIME• Evidence for ALL standardsEvidence for ALL standards• Assessed Assessed PlanPlan : : Method for achieving an end with Method for achieving an end with

a procedure and a goala procedure and a goal• YOU decide the contentsYOU decide the contents• Evidence for 2 or more standardsEvidence for 2 or more standards• VerifiedVerified

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A PDP is NOT assessed,A PDP is NOT assessed,a PDP is verified.a PDP is verified.AssessAssess: to examine something in order : to examine something in order

to judge or evaluate itto judge or evaluate it Your performance is judged on the Your performance is judged on the basis of the evidence in your portfolio.basis of the evidence in your portfolio.VerifyVerify: to prove that something is true: to prove that something is true The completion of your plan is verified The completion of your plan is verified

by the evidence you provide.by the evidence you provide. ““Is it there or is it not there?”Is it there or is it not there?”

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Standards Integrated Standards Integrated into License Stagesinto License Stages

Pre-service

PortfolioInitial

Educator

PDP

Professional Educator

PDP

Master Educator

Portfolio

•Mandatory

•Shows proficiency in all 10 standards

•Assessed by IHE

•Optional

•Shows mastery in all 10 standards

•Assessed by DPI

•2 or more standards

•Verified by IE PDP Team

•2 or more standards

•Verified by PE PDP Team *National Board by

NBPTS

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Wisconsin Educator Wisconsin Educator StandardsStandards

Each standard has three parts

Knowledge/Content Performance/Skills Dispositions

• 10 Teacher Standards

• 7 Administrator Standards

• 7 Pupil Service Standards

66Program Entry

Education Foundation

Pre-student Teaching

Student teaching/ Internship

Program Exit

Initial Educator

Professional Educator Options

Wisconsin Wisconsin StandardsStandards

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WI Educator Standards WI Educator Standards ActivityActivity Carefully read over all Wisconsin Carefully read over all Wisconsin

Educator Standards for Educator Standards for Administrators, Teachers, and Administrators, Teachers, and Pupil Services.Pupil Services.

Pick the two most important Pick the two most important standards to you as a teacher/ standards to you as a teacher/ administrator/ pupil service.administrator/ pupil service.

Write down your criteria for Write down your criteria for picking two?picking two?

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Three License StagesThree License Stages

Initial EducatorInitial Educator Professional EducatorProfessional Educator Master EducatorMaster Educator

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Options for Licensure Options for Licensure Obtained After 8/31/04Obtained After 8/31/04

Initial Educator5 year non-renewable

PDP

Professional Educator 5 year renewable

PDP

National Boards

Master Educator10 year renewable

National Boards

Professional Educator

PDPMasters Degree AND

Master PortfolioNational Boards

Master EducatorProfessional Educator

Master Educator

*15-20 year possible timeline shown

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School District School District Requirements for Requirements for supporting Initial Educatorsupporting Initial Educator Provide Provide ongoing orientationongoing orientation that is that is

collaboratively developed and delivered by collaboratively developed and delivered by school boards, administrators, teachers, school boards, administrators, teachers, support staff, and parents/families;support staff, and parents/families;

Provide Provide support seminarssupport seminars which reflect which reflect the appropriate standards (teacher, pupil the appropriate standards (teacher, pupil services personnel, administrator), and the services personnel, administrator), and the mission and goals of the school district;mission and goals of the school district;

Provide a Provide a qualified mentorqualified mentor;; Designate Designate an administratoran administrator who may who may

serve, subject to school board approval, on serve, subject to school board approval, on the initial educator’s Professional the initial educator’s Professional Development Plan Development Plan (PDP) team(PDP) team..

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Initial Educator Initial Educator License Cycle License Cycle Guidelines Guidelines

Year 1:Year 1: Reflect and work with mentor Reflect and work with mentor Year 2:Year 2: Submit plan with checklist by January 1 Submit plan with checklist by January 1stst to to

PDP Team for goal approval (verified)PDP Team for goal approval (verified) Years 2-4:Years 2-4: Document an annual review. [If IE makes Document an annual review. [If IE makes

major revisions their goal they must submit changes to major revisions their goal they must submit changes to the PDP Team be reviewed by April 1the PDP Team be reviewed by April 1stst of that year.] of that year.]

Year 5:Year 5: Submit completed PDP with 3-5 pieces of Submit completed PDP with 3-5 pieces of evidence to the PDP Team by January 15evidence to the PDP Team by January 15thth. The PDP . The PDP Team has until April 1Team has until April 1stst to verify the PDP. If there are to verify the PDP. If there are clarification issues or discrepancies the IE has until clarification issues or discrepancies the IE has until June 1June 1stst to make revisions to their PDP. Then the to make revisions to their PDP. Then the completed application with PDP verification form is completed application with PDP verification form is sent to DPI (with $100) to advance to a Professional sent to DPI (with $100) to advance to a Professional Educator License.Educator License.

*IE may get their PDP verified after three year, if they *IE may get their PDP verified after three year, if they choose.choose.

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PDP Team for Initial PDP Team for Initial EducatorEducator Members of the Initial Educator Team: an Members of the Initial Educator Team: an

educator (not the mentor), an administrator, educator (not the mentor), an administrator, and a higher education representative.and a higher education representative.

All members have to be DPI PDP Team All members have to be DPI PDP Team TrainedTrained

Two-thirds majority needed for goal approvalTwo-thirds majority needed for goal approval Team members Team members may changemay change from year two from year two

to year five so keep your documentation to year five so keep your documentation that a PDP Team verified your goals and that a PDP Team verified your goals and objectives.objectives.

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PROFESSIONAL PROFESSIONAL EDUCATOREDUCATOR Anyone who has an educator Anyone who has an educator

license issued before August 31, license issued before August 31, 2004.2004.

OROR Initial Educator who was Initial Educator who was

completed completed PDP Verification.PDP Verification.

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Professional Educator Professional Educator License Cycle and License Cycle and TeamTeamLicense Cycle:License Cycle:Same as Initial Educator Cycle, Same as Initial Educator Cycle,

but without Goal Approval.but without Goal Approval.PDP Team:PDP Team: Three licensed classroom educators Three licensed classroom educators

(whom have completed the WI DPI (whom have completed the WI DPI PDP Training) selected by their PDP Training) selected by their peers.peers.

Two-thirds majority needed for Two-thirds majority needed for verification.verification.

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MASTER EDUCATORMASTER EDUCATOR

There are two ways to become a master There are two ways to become a master educator:educator:

1.1. Successfully complete National Board Successfully complete National Board Certification. Certification. http://www.nbpts.orghttp://www.nbpts.org

2.2. Submit a portfolio (only developed for Submit a portfolio (only developed for categories not cover by NBPTS) to show categories not cover by NBPTS) to show mastery in all WI Educator Standards. mastery in all WI Educator Standards. http://dpi.wi.gov/tepdl/wmeapsumm.hthttp://dpi.wi.gov/tepdl/wmeapsumm.htmlml

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Portfolio Route Portfolio Route Requirements Requirements ContinuedContinuedFor a educator who has gone For a educator who has gone

through the Initial Educator through the Initial Educator Stage…Stage…

Educator must successfully Educator must successfully complete one cycle at the complete one cycle at the professional educator stage,professional educator stage,

Educator must complete a related Educator must complete a related masters degree.masters degree.

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Portfolio AreasPortfolio Areas

TeachingTeachingAdaptive EducationAdaptive Education

Adaptive PEAdaptive PE

Assistive TechnologyAssistive Technology

Speech & Lang Speech & Lang PathologyPathology

Computer ScienceComputer Science

PsychologyPsychology

DanceDance

TheaterTheater

Pupil ServicesPupil ServicesSchool CounselorSchool Counselor

School NurseSchool Nurse

School PsychologistSchool Psychologist

School Social WorkerSchool Social Worker

AdministrationAdministration

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National Board National Board Certification Certification RequirementsRequirements Three years of successful Three years of successful

experience in the classroomexperience in the classroom Must be currently teachingMust be currently teaching Must have the time and resources Must have the time and resources

to completeto complete

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National Board National Board Certification Certification RequirementsRequirementsAreas of Certification (age):Areas of Certification (age):Generalist(3-8/7-12), Art(3-12/11-18+), Generalist(3-8/7-12), Art(3-12/11-18+), Career and Technical(11-18+), English Career and Technical(11-18+), English as a New Language(3-12/11-18+), as a New Language(3-12/11-18+), English(11-15/14-18+), Exceptional English(11-15/14-18+), Exceptional Needs(birth-21+), Library Media(3-Needs(birth-21+), Library Media(3-18+), Literacy(3-12), Math(11-15/14-18+), Literacy(3-12), Math(11-15/14-18+), Music(3-12/11-18+), Physical 18+), Music(3-12/11-18+), Physical Education(3-12/11-18+), Counseling(3-Education(3-12/11-18+), Counseling(3-18+), Science(11-15/14-18+), Social 18+), Science(11-15/14-18+), Social Studies(11-15/14-18+), World Studies(11-15/14-18+), World Languages(11-18+)Languages(11-18+)

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Why Master Educator?Why Master Educator?

10 year renewable license ($250)10 year renewable license ($250) Show professionalismShow professionalism Demonstrate masteryDemonstrate mastery ChallengeChallenge In WI $2500/year for 10 years In WI $2500/year for 10 years

after passing the National Boardsafter passing the National Boards

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PI-34PI-34

Any other lingering Any other lingering questions on PI-34?questions on PI-34?

http://dpi.state.wi.us/tepdl/fqlpi34.htmlhttp://dpi.state.wi.us/tepdl/fqlpi34.html

Look up your licenseLook up your licensehttps://www2.dpi.wi.gov/lic-tll/home.dohttps://www2.dpi.wi.gov/lic-tll/home.do

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Step I and II of the Step I and II of the PDPPDP Step I: Self-reflectionStep I: Self-reflection Step II: GoalStep II: Goal

II A Description of school and teaching II A Description of school and teaching

situationsituation

II B Description of Goal to be achievedII B Description of Goal to be achieved

II C Rationale and link to self reflectionII C Rationale and link to self reflection

II D Plan for assessing and documenting II D Plan for assessing and documenting your goalyour goal

II E Plan to meet your goalII E Plan to meet your goal

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Step I: Self -ReflectionStep I: Self -Reflection

Examples of Reflection:Examples of Reflection: Rubrics documenting components of Rubrics documenting components of

effective teachingeffective teaching JournalJournal Feedback from students, peers, board, Feedback from students, peers, board,

and/or communityand/or community Collection of student work/data over timeCollection of student work/data over time Analysis of classroom observationsAnalysis of classroom observations Analysis of district professional growth Analysis of district professional growth

plansplans Examination of critical incidentsExamination of critical incidents

OptionalOptional!!

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Step II A Step II A Description of Description of school and teaching school and teaching situationsituationMUST include:MUST include: Description of current grade level and Description of current grade level and

content areacontent area Number of years taughtNumber of years taught Whether the school is an urban, Whether the school is an urban,

suburban, or rural settingsuburban, or rural setting The ethnic, cultural, special needs, and The ethnic, cultural, special needs, and

socioeconomics diversity of the school socioeconomics diversity of the school populationpopulation

Description of their building and/or Description of their building and/or district goalsdistrict goals

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Veronica’s ExampleVeronica’s Example Teaching Situation:Teaching Situation: This is my This is my tenth tenth year as a high school year as a high school

teacher teacher in the School District of Hudson. I currently teach in the School District of Hudson. I currently teach physics to 11physics to 11thth and 12 and 12thth graders graders..

District/School Location:District/School Location: Hudson is located on the border Hudson is located on the border of Wisconsin and Minnesota and is considered a of Wisconsin and Minnesota and is considered a suburbsuburb of of the Twin Cities (Minneapolis and St. Paul). The Hudson area the Twin Cities (Minneapolis and St. Paul). The Hudson area is a very desirable location to learn, work, and live. These is a very desirable location to learn, work, and live. These factors contribute to Hudson being one the fastest growing factors contribute to Hudson being one the fastest growing districts in Wisconsin. Our five (six in 2008) elementary districts in Wisconsin. Our five (six in 2008) elementary schools (K-5), middle school (6-8) and high school (9-12) schools (K-5), middle school (6-8) and high school (9-12) serve a growing population of more than serve a growing population of more than 5200 students5200 students..

Student Population:Student Population: There are 1700 high school students. There are 1700 high school students. The student population is The student population is 94% White, 2.5 % Asian, 2% 94% White, 2.5 % Asian, 2% Hispanic, 1% Black, ½% American Indian/AlaskanHispanic, 1% Black, ½% American Indian/Alaskan. . 13%13% of the high school population qualifies for special education of the high school population qualifies for special education services. At the high school only services. At the high school only 8%8% of the population of the population qualifies for free/reduced lunch.qualifies for free/reduced lunch.

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District Goal:District Goal: Educational excellence will be Educational excellence will be achieved by:achieved by:

Creating a safe and respectful environmentCreating a safe and respectful environment Setting high expectationsSetting high expectations Providing a rigorous and comprehensive Providing a rigorous and comprehensive

curriculumcurriculum Developing quality instructional staffDeveloping quality instructional staff Supporting class sizes that meet the needs of Supporting class sizes that meet the needs of

all studentsall students Providing appropriate facilitiesProviding appropriate facilities Communicating effectively among all partiesCommunicating effectively among all parties

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Scott’s ExampleScott’s Example Teaching Situation:Teaching Situation:

I have been an educator for I have been an educator for 1 ½ years1 ½ years. Currently I am . Currently I am teaching teaching 1st grade in a SAGE classroom1st grade in a SAGE classroom, which has a 15:1 , which has a 15:1 ratio teaching all general education subjects. I have been able ratio teaching all general education subjects. I have been able to draw on my experiences as a Four Year Old Kindergarten to draw on my experiences as a Four Year Old Kindergarten and 3rd Grade classroom teacher that have prepared me for and 3rd Grade classroom teacher that have prepared me for this teaching position. this teaching position. District School Location:District School Location:Milwaukee is located in southeastern Wisconsin. Milwaukee Milwaukee is located in southeastern Wisconsin. Milwaukee Public Schools is the largest school district in the state of Public Schools is the largest school district in the state of Wisconsin. Hi-Mount Community School is located on the Wisconsin. Hi-Mount Community School is located on the cities north side in ancities north side in an urban urban environment. The school is one environment. The school is one of the many K-4 – 8th grade schools in the district.of the many K-4 – 8th grade schools in the district.Student Population: Student Population: During the 2006 – 2007 school year had an enrollment of 539 During the 2006 – 2007 school year had an enrollment of 539 students. The student population is students. The student population is 90.2% Black, 4.6% 90.2% Black, 4.6% White, 3.2% Asian, 1.9% Hispanic, 0.2% American White, 3.2% Asian, 1.9% Hispanic, 0.2% American IndianIndian. . 16.7 %16.7 % of the school population qualifies for special of the school population qualifies for special education services. At High-Mount Community School education services. At High-Mount Community School 90.9%90.9% qualify for Subsidized Lunch.qualify for Subsidized Lunch.

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Step II, A: Student Step II, A: Student Population InformationPopulation Information For data on your school, For data on your school,

check out check out Wisconsin's Information Network for Successful Schools (WINSS) from DPI. from DPI.

http://data.dpi.state.wi.us/http://data.dpi.state.wi.us/data/selschool.aspdata/selschool.asp

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Step II B: Step II B: Description of Description of Goal to be AddressedGoal to be Addressed

VerifiableVerifiable Relevant to self-reflectionsRelevant to self-reflections Aligned with WI Teaching StandardAligned with WI Teaching Standard

Goal: I will..(research, study, learn, Goal: I will..(research, study, learn, apply, develop, integrate, etc.) so apply, develop, integrate, etc.) so that students will..(learn, apply, that students will..(learn, apply, create, etc.) create, etc.)

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What to think about…What to think about…

PatternsPatterns Areas on interestAreas on interest Compelling student or Compelling student or

professional needsprofessional needs Effectiveness of teaching based Effectiveness of teaching based

on student learning resultson student learning results

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Goal WritingGoal Writing

Begins as an idea based on Begins as an idea based on reflectionreflection

Gains structure and clarity by Gains structure and clarity by writing a PDPwriting a PDP

Becomes achievable when action is Becomes achievable when action is planned and taken by completing planned and taken by completing you PDPyou PDP

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The GoalThe Goal

What do you desire to learn that What do you desire to learn that would be so compelling as to would be so compelling as to inspire your professional growthinspire your professional growth

ANDAND Have a positive effect on student Have a positive effect on student

learning?learning?

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Writing a goalWriting a goal

Part 1: “I will (research, study, Part 1: “I will (research, study, learn, apply, develop, integrate, learn, apply, develop, integrate, etc.) _____________...etc.) _____________...

Part 2: “…. so that students will Part 2: “…. so that students will (learn, apply, create, etc.) (learn, apply, create, etc.) ________.”________.”

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Veronica’s ExampleVeronica’s Example

I will develop inquiry based I will develop inquiry based physics labs/activities so that physics labs/activities so that students will increase their students will increase their engagement, critical thinking engagement, critical thinking skills, problem solving skills to skills, problem solving skills to learn science.learn science.

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Ashley’s ExampleAshley’s Example

I will learn how to integrate I will learn how to integrate technology into my classroom so technology into my classroom so that students will learn and apply that students will learn and apply technological skills to complete technological skills to complete classroom activities and classroom activities and assignments. assignments.

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Elementary Examples…Elementary Examples…

Pre-K: Pre-K: I will learn and implement different I will learn and implement different components of Everyday Math so that my components of Everyday Math so that my students will increase individual performance in students will increase individual performance in math skills.math skills.

4 K:4 K: I will learn and implement differentiation I will learn and implement differentiation teaching strategies in to my 4-K classroom, so teaching strategies in to my 4-K classroom, so that students with all learning styles experience that students with all learning styles experience successful learning in all subject areas.successful learning in all subject areas.

Kindergarten: Kindergarten: I will learn about the different I will learn about the different components in balanced literacy so that my components in balanced literacy so that my students will increase their individual students will increase their individual performance in reading and writing skills.performance in reading and writing skills.

First Grade:First Grade: I will increase my knowledge and I will increase my knowledge and skills in both instruction and assessment of the skills in both instruction and assessment of the new reading series my school district has new reading series my school district has adopted so that my first grade students will adopted so that my first grade students will achieve the first grade benchmarks in reading achieve the first grade benchmarks in reading and writing.and writing.

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First Grade:First Grade: I will research and implement a I will research and implement a variety of vocabulary development strategies in my variety of vocabulary development strategies in my classroom so that students will apply the vocabulary classroom so that students will apply the vocabulary to increase their individual performance in both to increase their individual performance in both reading and writing.reading and writing.

Reading Specialist:Reading Specialist: I will learn about and I will learn about and implement balanced literacy components with my implement balanced literacy components with my struggling readers so that students will gain the struggling readers so that students will gain the skills to read and comprehend at grade level.skills to read and comprehend at grade level.

Reading Specialist:Reading Specialist: I will research and implement I will research and implement proven reading strategies so that my students use proven reading strategies so that my students use these strategies to become better readers.these strategies to become better readers.

Elem Music:Elem Music: I will incorporate the Kodaly method I will incorporate the Kodaly method into my teaching so that my students will improve in into my teaching so that my students will improve in the areas of reading and writing music.the areas of reading and writing music.

More Elementary More Elementary Examples…Examples…

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Secondary Examples…Secondary Examples… HS English:HS English: I will research and implement a variety of I will research and implement a variety of

assessment strategies so that my students will assessment strategies so that my students will improve their performance on unit tasks and enhance improve their performance on unit tasks and enhance their learning of the required English literature and their learning of the required English literature and composition materials.composition materials.

HS Social Studies:HS Social Studies: I will learn and develop new I will learn and develop new techniques in differentiated instruction to meet the techniques in differentiated instruction to meet the needs of students with varying abilities so that all needs of students with varying abilities so that all students will be motivated and engaged in the content. students will be motivated and engaged in the content.

HS FACE:HS FACE: I will improve my sewing skills and expand I will improve my sewing skills and expand my sewing repertoire so that my students will be able my sewing repertoire so that my students will be able to successfully construct more challenging projects. to successfully construct more challenging projects.

HS Art:HS Art: I will learn the digital video editing program I will learn the digital video editing program Final Cut Pro so that students will be more organized Final Cut Pro so that students will be more organized and efficient in their approach to the medium. and efficient in their approach to the medium.

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More Secondary More Secondary Examples:Examples: MS Language Arts: MS Language Arts: I will increase my knowledge in I will increase my knowledge in

formative and summative assessment so that students will formative and summative assessment so that students will receive informative instruction to best fit their learning receive informative instruction to best fit their learning needs needs

HS English:HS English: I will learn about recent research in brain- I will learn about recent research in brain-based learning and then structure the physical environment based learning and then structure the physical environment of my classroom and design a variety of lesson plans to of my classroom and design a variety of lesson plans to reflect what I learn so that my students will experience reflect what I learn so that my students will experience academic success as measured by various student academic success as measured by various student achievement assessments.achievement assessments.

HS PE & Health:HS PE & Health: I will learn and integrate new sports and I will learn and integrate new sports and physical activities into my lessons so that students are able physical activities into my lessons so that students are able to try and learn new activities that will enhance their to try and learn new activities that will enhance their knowledge about physical fitness.knowledge about physical fitness.

HS Spanish:HS Spanish: I will learn how to integrate the current events I will learn how to integrate the current events of Spanish speaking countries into my classroom so that of Spanish speaking countries into my classroom so that students will be aware of what is happening in the Spanish students will be aware of what is happening in the Spanish speaking world and how that world interconnects with theirs.speaking world and how that world interconnects with theirs.

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Special Ed. Examples…Special Ed. Examples… Elem Spec Ed:Elem Spec Ed: I will develop collaborative teaching practices I will develop collaborative teaching practices

within an early childhood general education inclusive setting within an early childhood general education inclusive setting so that students will become academically and socially so that students will become academically and socially included and accepted in the general education setting.included and accepted in the general education setting.

Elem EBD:Elem EBD: I will implement sensory motor activities in the I will implement sensory motor activities in the classroom (regular and special education) so that students will classroom (regular and special education) so that students will begin to independently self-manage their behavior to enhance begin to independently self-manage their behavior to enhance their learning and their peer and adult interaction. their learning and their peer and adult interaction.

7-12 Spec Ed:7-12 Spec Ed: I will implement motivation strategies into my I will implement motivation strategies into my classroom, so that students will be actively engaged in class classroom, so that students will be actively engaged in class and therefore complete more quality assignments.and therefore complete more quality assignments.

HS CDMS:HS CDMS: I will learn and apply assessment strategies so I will learn and apply assessment strategies so that student achievement is consistently documented in order that student achievement is consistently documented in order to promote progress toward the students individual IEP goals. to promote progress toward the students individual IEP goals.

HS Spec. Ed:HS Spec. Ed: I will research and examine classroom I will research and examine classroom management and motivation techniques so that I may management and motivation techniques so that I may improve my own strategies that meet the specific needs of improve my own strategies that meet the specific needs of students with exceptional needs so academic success can be students with exceptional needs so academic success can be achieved. achieved.

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Pupil Service Pupil Service Examples…Examples…

Elem Counselor:Elem Counselor: I will increase my knowledge of violence I will increase my knowledge of violence prevention and intervention techniques and apply prevention and intervention techniques and apply appropriate programs so that my pupils learn and apply appropriate programs so that my pupils learn and apply strategies to avoid using violence and bullying. strategies to avoid using violence and bullying.

MS Counselor:MS Counselor: I will develop and provide classroom I will develop and provide classroom career developmental guidance instruction to middle school career developmental guidance instruction to middle school students so that students will increase their understanding students so that students will increase their understanding of the relationship between academic and career planning.of the relationship between academic and career planning.

MS Counselor:MS Counselor: I will develop and provide classroom I will develop and provide classroom developmental guidance instruction on harassment so that developmental guidance instruction on harassment so that students will increase their social skills in empathy and students will increase their social skills in empathy and assertiveness to improve student self-confidence and school assertiveness to improve student self-confidence and school climate.climate.

HS Counselor:HS Counselor: I will design and implement an alternative I will design and implement an alternative education programs/options so that nontraditional students education programs/options so that nontraditional students will improve their academic success.will improve their academic success.

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Step II C: Step II C: Rationale for the Rationale for the GoalGoal

Include how you related your Include how you related your self-reflection (Step I) to your self-reflection (Step I) to your goal.goal.

Tell how your goal connects to Tell how your goal connects to you school situation.you school situation.

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Step II C: Step II C: Rationale Rationale continuedcontinued

Pick two or more standards Pick two or more standards that are addressed in your that are addressed in your goal.goal.

List the number and the List the number and the standard.standard.

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Veronica’s ExampleVeronica’s Example Rationale based upon Self Reflection: Rationale based upon Self Reflection: I have I have

been teaching physics for several years with a been teaching physics for several years with a hands-on learning environment. I know through hands-on learning environment. I know through assessments that students didn’t naturally grasp all assessments that students didn’t naturally grasp all information by hands-on experiments. The reason, I information by hands-on experiments. The reason, I believe, is that the experiments where “cook book” believe, is that the experiments where “cook book” style. Students just had to follow directs and plug in style. Students just had to follow directs and plug in information. They did have calculations and follow information. They did have calculations and follow up questions, but they didn’t get to direct their up questions, but they didn’t get to direct their learning. They also didn’t get to do critical thinking. learning. They also didn’t get to do critical thinking. They didn’t have to solve a situation problem. They didn’t have to solve a situation problem. Inquiry based gets students to ask the challenging Inquiry based gets students to ask the challenging questions and the think critically to solve a problem. questions and the think critically to solve a problem.

Rationale based upon Teaching Situation:Rationale based upon Teaching Situation: I am I am a physics teacher and the best way for students to a physics teacher and the best way for students to learn physics is by doing experiment and labs. This learn physics is by doing experiment and labs. This gets students actively engaged, but with inquiry gets students actively engaged, but with inquiry based labs they will be doing more critical thinking.based labs they will be doing more critical thinking.

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Veronica’s Example Veronica’s Example Cont.Cont.(GOAL:(GOAL: I will I will develop inquiry based physics develop inquiry based physics

labs/activitieslabs/activities so that students will so that students will increase their increase their engagement, critical thinking skills, problem solving engagement, critical thinking skills, problem solving skills, and self-motivation to learn science.)skills, and self-motivation to learn science.)

STANDARDS: STANDARDS: 4 Methods:4 Methods: variety of instructional strategiesvariety of instructional strategies (... of critical thinking, problem solving, and (... of critical thinking, problem solving, and

performance skills.) performance skills.) 5 Classroom management and motivation:5 Classroom management and motivation:

individual and group motivationindividual and group motivation (… active (… active engagement in learning, and self-motivation) engagement in learning, and self-motivation)

6 Communication Technology:6 Communication Technology: verbal and verbal and nonverbal communicationnonverbal communication (… active inquiry, (… active inquiry, collaboration, and supportive interaction in the collaboration, and supportive interaction in the classroom.)classroom.)

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Ashley’s ExampleAshley’s Example

Rationale based upon Self Reflection:Rationale based upon Self Reflection: I have used technology in many areas of my teaching. Through I have used technology in many areas of my teaching. Through observations I have noticed that students become more engaged observations I have noticed that students become more engaged with lessons involving different forms of technology. Students with lessons involving different forms of technology. Students who did not have an interest in a content area being taught took who did not have an interest in a content area being taught took a different view of an activity because it involved technology. In a different view of an activity because it involved technology. In past experiences, many students found it much easier to past experiences, many students found it much easier to participate in class discussions that were led by PowerPoint or participate in class discussions that were led by PowerPoint or Internet sites. Also, I have seen students ‘light up' when given Internet sites. Also, I have seen students ‘light up' when given the opportunity to use the computer lab more than the weekly the opportunity to use the computer lab more than the weekly scheduled computer time that is set aside.scheduled computer time that is set aside.

Rationale based upon Teaching Situation:Rationale based upon Teaching Situation:As a fourth grade teacher, I know lessons that engage students As a fourth grade teacher, I know lessons that engage students promote a better learning environment. Using technology to promote a better learning environment. Using technology to present lessons and also having the students work hands-on with present lessons and also having the students work hands-on with a variety of technology will create an environment where a variety of technology will create an environment where students are more active and able to use technical skills to students are more active and able to use technical skills to complete activities and assignments. complete activities and assignments.

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Ashley’s Example Ashley’s Example Cont.Cont. (GOAL: I will learn how to integrate technology (GOAL: I will learn how to integrate technology

into my classroom so that students will learn and into my classroom so that students will learn and apply technological skills to complete classroom apply technological skills to complete classroom activities and assignments.)activities and assignments.)

STANDARDS:STANDARDS: 4 Methods:4 Methods: The teacher understands and uses The teacher understands and uses

a variety of instructional strategies, including the a variety of instructional strategies, including the user of technology to encourage children's user of technology to encourage children's development of critical thinking, problem development of critical thinking, problem solving, and performance skills.solving, and performance skills.

6 Communication Technology:6 Communication Technology: The teacher The teacher uses effective verbal and nonverbal uses effective verbal and nonverbal communication techniques as well as communication techniques as well as instructional media and technology to foster instructional media and technology to foster active inquiry, collaboration and support active inquiry, collaboration and support interaction in the classroom.interaction in the classroom.

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Skip to Step II ESkip to Step II E

Highly recommend doing Highly recommend doing Step II E before Step II D Step II E before Step II D because, Step II D is the because, Step II D is the evidence you did the evidence you did the objectives/activities in objectives/activities in Step II E.Step II E.

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Step II E: Step II E: Plan to Meet Plan to Meet Your GoalYour Goal

Objectives:Objectives: Break down your Break down your goal into at least one objective for goal into at least one objective for professional growth and at least professional growth and at least one objective for student one objective for student learning.learning.

Objectives must be observable Objectives must be observable and verifiableand verifiable

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Example of making the Example of making the goal into objectives.goal into objectives.

HS English Teacher’s Goal:HS English Teacher’s Goal: I will research and I will research and implement a variety of assessment strategies so that implement a variety of assessment strategies so that my students will improve their performance on unit my students will improve their performance on unit tasks and enhance their learning of the required tasks and enhance their learning of the required English literature and composition materials.English literature and composition materials.

Objective 1:Objective 1: I will increase my knowledge of the I will increase my knowledge of the various types of assessment strategies and what they various types of assessment strategies and what they entail.entail.

Objective 2:Objective 2: I will incorporate more student checklists I will incorporate more student checklists and checkpoints to increase "assessment for learning," and checkpoints to increase "assessment for learning," and I will involve my students with the rubric and I will involve my students with the rubric development process to increase "assessment as development process to increase "assessment as learning.”learning.”

Objective 3:Objective 3: Students will enhance their learning of Students will enhance their learning of English literature and composition through assessment English literature and composition through assessment for learning.for learning.

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22ndnd Grade Teacher’s Goal: Grade Teacher’s Goal: I will learn and apply I will learn and apply procedures and techniques of grading to the procedures and techniques of grading to the benchmarks so that students will learn more about benchmarks so that students will learn more about the content area, use specific feedback from me to the content area, use specific feedback from me to increase their learning, and apply their knowledge in increase their learning, and apply their knowledge in varied assessments.varied assessments.

Objective 1:Objective 1: I will increase my understanding of I will increase my understanding of scoring the benchmarks to improve student scoring the benchmarks to improve student learning.learning.

Objective 2:Objective 2: I will incorporate benchmark scoring I will incorporate benchmark scoring into my everyday classroom. into my everyday classroom.

Objective 3:Objective 3: Students will learn and apply content Students will learn and apply content more effectively through assessment for learning. more effectively through assessment for learning.

Example of making the Example of making the goal into objectives.goal into objectives.

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ActivitiesActivities

Align with goal and objectives. Align with goal and objectives. Need at least three under each Need at least three under each

objective.objective. Timeline for activities needs to Timeline for activities needs to

extend activities through the extend activities through the licensure cycle.licensure cycle.

Need some collaboration for each Need some collaboration for each objective.objective.

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Examples of ActivitiesExamples of Activities Serving as a mentor to new teachersServing as a mentor to new teachers Meeting with accomplished colleagues and record Meeting with accomplished colleagues and record

the highlights of your discussionthe highlights of your discussion Observe accomplished colleagues and take notesObserve accomplished colleagues and take notes Meeting with educational leaders or Meeting with educational leaders or

accomplished teachers and record the highlights accomplished teachers and record the highlights of you discussionof you discussion

Completing university course or any professional Completing university course or any professional development course/seminar/conferencedevelopment course/seminar/conference

Trying a new instructional strategy and document Trying a new instructional strategy and document resultsresults

Participating in a study groupParticipating in a study group Participating in professional readings, viewing of Participating in professional readings, viewing of

videos, and website searches of new content videos, and website searches of new content knowledge, resources, and instructions strategiesknowledge, resources, and instructions strategies

Participating in district committeesParticipating in district committees

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TemplateTemplate

With each objective:With each objective:

CollaborationTimelineActivities Date Completed

At least 3 per objective.At least 3 per objective.

Prediction of what youPrediction of what you

need to do.need to do.

List who youList who you

will work with.will work with.Some of your activities Some of your activities

need to continue to theneed to continue to the

end of your licensure.end of your licensure.

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Veronica’s ExampleVeronica’s Example

Objective:Objective: I will revise current physics labs so they I will revise current physics labs so they are inquiry based and not just fill in the blank.are inquiry based and not just fill in the blank.

Activities Timelines Collaboration Activities Timelines Collaboration CompletedCompleted

1.Attend ASCD Conference April 2005, Science teachers from April 1.Attend ASCD Conference April 2005, Science teachers from April 2005,2005,

and go to Inquiry Based 2006,2007 from the U.S. and 2006and go to Inquiry Based 2006,2007 from the U.S. and 2006 Seminars. around the world. Seminars. around the world. 2.Review NSTA articles for 2005-20082.Review NSTA articles for 2005-2008 inquiry based labsinquiry based labs3.Form a professional 3.Form a professional 2005-2008 Science department 2005-2008 Science departmentlearning community to learning community to share knowledge about share knowledge about inquiry based labs inquiry based labs 4.Review current physics 2005-2008 Hudson physics teachers4.Review current physics 2005-2008 Hudson physics teacherslabslabs5.Observe other science 2005-2008 Science department 5.Observe other science 2005-2008 Science department teachersteachers

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Veronica’s Example Veronica’s Example Cont.Cont. Objective:Objective: I will implement inquiry based I will implement inquiry based

physics labs to increase engagement and physics labs to increase engagement and understanding.understanding.

Activities Timelines Collaboration Activities Timelines Collaboration CompletedCompleted

1.Implement engaging labs 2005-2008 Students1.Implement engaging labs 2005-2008 Studentsand document resultsand document results2.Share results with 2005-2008 Science department2.Share results with 2005-2008 Science departmentprofessional learning professional learning communitycommunity3.Using feedback to revise 2005-20083.Using feedback to revise 2005-2008revise inquiry based labsrevise inquiry based labs4. Survey students on 2005-20084. Survey students on 2005-2008attitudes of physics/scienceattitudes of physics/science in the beginning of each in the beginning of each semester and at the end of semester and at the end of each semester.  each semester.  

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Ashley ExampleAshley ExampleObjective:Objective: I will learn how to integrate technology into my classroom. I will learn how to integrate technology into my classroom.

ActivitiesActivities TimelinesTimelines CollaborationCollaboration

1. I will research different 1. I will research different Fall 2008 Fall 2008 peers, media specialist, peers, media specialist, methods of integrating methods of integrating technology into a technology into a

classroom. classroom. 2. Attend graduate classes on2. Attend graduate classes on 9/07-4/09 9/07-4/09 course instructor, course instructor, technology. technology. Marian College PLCMarian College PLC3. Research different computer 2007-20113. Research different computer 2007-2011 School Media Specialist School Media Specialistprograms available to students.  programs available to students.   IHE instructors, school IHE instructors, school 4. Research how to use different 2007-20114. Research how to use different 2007-2011 media specialist, peers media specialist, peerscomputer programs. computer programs. 5. Professional Reading on 5. Professional Reading on 2007-2011 2007-2011 peers, media specialist peers, media specialistTechnology.  Technology.  6. Use websites to become6. Use websites to become 2007-2011 2007-2011 media special, peers, media special, peers, familiar with different activities familiar with different activities online discussion online discussion

boardsboardsavailable online.  available online.  

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Ashley Example Cont.Ashley Example Cont.

Objective:Objective: I will implement opportunities for students to learn and apply I will implement opportunities for students to learn and apply technological skills to complete classroom activities and assignments.technological skills to complete classroom activities and assignments.ActivitiesActivities TimelinesTimelines CollaborationCollaboration1. Develop lessons that require1. Develop lessons that require 2007-2011 2007-2011 Websites, peer Websites, peer teachers, teachers, the use of technology. the use of technology. media specialist media specialist 2. Develop lesson plans that 2. Develop lesson plans that 2007-2011 2007-2011 School Media School Media Specialist, Specialist, teach students specific technicalteach students specific technical Peers Peers skills and programs. skills and programs. 3. Develop lessons that allow 3. Develop lessons that allow 2007-2011 2007-2011 School Media Specialist School Media Specialist students to use technology to students to use technology to complete activities. complete activities. 4. Have a guest come and 4. Have a guest come and 2007-20102007-2010 guest speaker, parents who guest speaker, parents who present on an aspect of present on an aspect of (At least once use technology in their (At least once use technology in their workworktechnology. per school year.)technology. per school year.)

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Step II D:Step II D: Plan for Plan for assessing and documenting assessing and documenting your goalyour goal State how you plan to assess the State how you plan to assess the

results of you efforts to improve results of you efforts to improve your professional growth – link to your professional growth – link to professional growth part of the goalprofessional growth part of the goal

State how you plan to assess the State how you plan to assess the effect your efforts have on student effect your efforts have on student learning – link to student learning learning – link to student learning goalgoal

Evidence you accomplished your Evidence you accomplished your objectives/activities in II E.objectives/activities in II E.

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Examples of EvidenceExamples of Evidence

Whole group or individual assessments as measured by Whole group or individual assessments as measured by state, local, formal or informal that is linked to goalstate, local, formal or informal that is linked to goal

Samples of student workSamples of student work Surveys from students, staff, board and/or communitySurveys from students, staff, board and/or community Changes in lesson plans over time and effect on Changes in lesson plans over time and effect on

student learning and/or adaptations for children with student learning and/or adaptations for children with disabilities or other exceptionalitiesdisabilities or other exceptionalities

JournalsJournals College course work credits and/or attendance at College course work credits and/or attendance at

professional development classesprofessional development classes Action research projectsAction research projects In-district work outside the classroomIn-district work outside the classroom Supervisor or mentor comments on observations of Supervisor or mentor comments on observations of

classroom performanceclassroom performance

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Veronica’s ExampleVeronica’s Example

Plan to assess professional growth:Plan to assess professional growth: Newly developed physics inquiry labs in place Newly developed physics inquiry labs in place

of all of my "cookbook" labs.of all of my "cookbook" labs. Understanding by Design units developed so Understanding by Design units developed so

labs meet each units enduring labs meet each units enduring understandings.understandings.

Plan to assess student growth:Plan to assess student growth: Student portfoliosStudent portfolios Student examinationsStudent examinations Student engagement and conversations Student engagement and conversations

during labsduring labs

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Ashley’s ExampleAshley’s Example

Plan to assess professional growth:Plan to assess professional growth:-college course work credits-college course work credits-college course notes-college course notes-transcript-transcript-samples of collaboration with others-samples of collaboration with others-websites used-websites used

Plan to assess student growth:Plan to assess student growth:-lesson plans that integrate technology-lesson plans that integrate technology-examples of student work that involved -examples of student work that involved using technologyusing technology-pictures of students using technology-pictures of students using technology

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Step III: Step III: Annual review of Annual review of your planyour plan

Completion dates for objectives Completion dates for objectives and activities completed during and activities completed during they yearthey year

Reflection on professional growthReflection on professional growth Reflection on effect of growth on Reflection on effect of growth on

student learningstudent learning Description of any revisions made Description of any revisions made

in goals, objectives, or activitiesin goals, objectives, or activities

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Step IV: Step IV: Documentation Documentation of Completion of Your PDPof Completion of Your PDP

Due January 15Due January 15thth of final year of your licensure of final year of your licensure renewal cyclerenewal cycle

Includes:Includes: DocumentationDocumentation Annual reviews Annual reviews Signed Goal Approval for Signed Goal Approval for Initial EducatorsInitial Educators

Use checklist to make sure you included Use checklist to make sure you included everything!everything!

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Step IV A:Step IV A: Evidence of Evidence of Professional Growth and Professional Growth and Student LearningStudent Learning

Documenting your professional Documenting your professional growth and its effects on student growth and its effects on student learninglearning

Collect and on-going basisCollect and on-going basis Describe each piece of evidenceDescribe each piece of evidence

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Step IV B:Step IV B: Reflection and Reflection and SummarySummary

Reflection is not a descriptionReflection is not a description Description = What?Description = What? Reflection = So what?Reflection = So what? How did you grow professionally?How did you grow professionally? What effect did that growth have on What effect did that growth have on

student learning?student learning? How did you collaborate with others?How did you collaborate with others? Discuss the achievement of your goals Discuss the achievement of your goals

and any changes you made and any changes you made throughout the cyclethroughout the cycle

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Where can I write Where can I write this???this??? http://dpi.wi.gov/tepdl/pdpintro.ht

ml

Then click on Then click on Download The PDP Writing Form   

http://qei.wisconsin.edu

Then follow the instructions on the Then follow the instructions on the pink handoutpink handout, QEI WEBSITE , QEI WEBSITE INSTRUCTIONS, to log on.INSTRUCTIONS, to log on.

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Want me to view your Want me to view your PDP and give PDP and give feedback?feedback?Log onto qei.wisconsin.eduLog onto qei.wisconsin.eduGo to My Folder, then My Go to My Folder, then My

PDP Team, then Add or Edit PDP Team, then Add or Edit Team Members, then QEI Team Members, then QEI Member ID # 7839433445, Member ID # 7839433445, then click Teacher, then then click Teacher, then click Add this person.click Add this person.

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More InformationMore Information DPI Website: DPI Website: h

ttp://dpi.state.wi.us/tepdl/pdp.html PI 34 Frequently Asked Questions:PI 34 Frequently Asked Questions: http://dpi.wi.gov/tepdl/fqlpi34.html Initial Educator Toolkit: Initial Educator Toolkit:

http://dpi.wi.gov/tepdl/pdf/pdpinitialeducathttp://dpi.wi.gov/tepdl/pdf/pdpinitialeducatortoolkit.pdfortoolkit.pdf

Quality Educator Interactive Website:Quality Educator Interactive Website: http://qei.wisconsin.edu

Contact me… Contact me… ellingvjellingvj@hudson.k12.wi.us or or ellingvjc@hotmail.com