PDP for the Initial Educator

Modified from the South West Education Association

A PDP…

Renews your license Moves a new teacher from Initial

Educator to Professional Educator Provides a format for PLANNED

professional growth impacting student learning.

License History

Life licenses Renewable licenses-5 years, six

credits PI-34 -3 levels-renewable-PDP

required Initial Educator (3-5 years) Professional Educator (5 years) Master Educator (10 years)

Your PDP Must: Describe how you will grow

professionally Describe the impact your growth

will have on student learning Include collaboration Address two or more of your

educator standards

A PDP is not a Portfolio - It is a Plan

Portfolio• Contents determined by IHE or NBPTS • Evidence for ALL standards• Assessed Plan• YOU decide the contents• Evidence for 2 or more standards• Verified

A PDP is not Assessed - It is Verified

Assess: to examine something in order to judge or evaluate itYour performance is judged on the basis of the evidence in your portfolio.

Verify: to prove that something is true. The completion of your plan is verified by the evidence you provide.

YOU Assess

You assess your professional growth

You assess the impact of your growth on student learning

Documentation for Verification

You choose documentation Of professional growth Of impact on student learning

Initial Educator Timeline

Year 1: reflectYear 2: New: Goal must be submitted

to DPI in January of second year of regular teaching

Year 2-4: work plan and review annually If major change, submit to team

Year 5: submit completed plan with documentation to team by Jan. 15

(See Toolkit for detailed timeline)

Initial Educator Team One IHE Representative One Administrator One educator of the same license

category (Teacher, Pupil Services, Administrator, not your mentor)

Trained by the Department of Public Instruction (DPI)

Chosen by YOU

Professional Educator Timeline

Year 1: reflect, write plan and begin working the plan

Year 2-4: work the plan and review annually

Year 5: complete plan and submit with documentation by Jan. 15

(See Toolkit for detailed timeline)

Professional Educator Team

Three educators of the same license category as you.

Trained by the DPI.Chosen by you.

You should be thinking…

What do you need or want to do that will

improve your performance as an educator

AND impact student learning?

STEP 1- Year One

Preparing to Write the Plan Self-reflection

Sample Reflection

I think reading is a vital skill for every child. I am going to reflect on my abilities to teach reading in my third grade classroom.

I think I teach reading well. My students average score on the 3rd grade reading test is

equal or above that of the other third grade teachers in my building.

The averaged scores are above the state averages. I do not meet the needs of a few each year.

There are always 2 or 3 scoring minimal or basic I refer these students for special help rather than attempt to

meet their needs myself. I did not certify on the portion of the nbpts assessment

dealing with meeting the needs of a single reader. Based on this evidence, I feel I need to learn to

differentiate my reading instruction to meet the needs of all children.

Evidence

Where to look for ideas Rubrics for effective practice

See link in PDP instructions on QEI site Reflection journals and logs

My Journal on QEI site Feedback Artifacts Analysis of results of previous efforts

Check notes in your teacher’s manuals Examination of critical incidents

Refer to parent teacher conference notes or incident reports

THINK What are you doing well? What evidence do you

have? What is NOT working well for you? What evidence do

you have? Have you gotten feedback that would point to an

area for growth? Is there a method, project, implementation about

which you are passionate and which you have reason to believe will have a positive impact on students?

Where do you want to be, as an educator, in five years? What will that look like? What knowledge or skills do you need to achieve that vision?

Step II A- Year 2

Description of School and Teaching, Administrative, or

Pupil Services Situation

You must include:

Description of your current position What is your title and what do you do?

Number of years in this license category How many years have you taught, been an

administrator or pupil services professional? Location of school as urban, suburban, rural

Use these words Ethnic, cultural, special needs, socioeconomic

diversity of school population Check the link on the QEI site, the DPI or

your district office

You may include Special district needs

Building plan Increase/decrease in size or personnel Change in demographics

Other pertinent information Change in position for you New course Change in text or method Building or district initiatives

Step II B

Description of the Goal(s) to be Addressed

Important

If you choose more than one goal, you will complete every component for EACH goal -

essentially a separate PDP for each.

Your goal must be:

Verifiable Relevant to your self-reflection Aligned with Wisconsin Educator

Standards

Recommended stem:

I will…What will you do to impact your professional growth? What will you learn, research, study, etc. AND how will you implement, apply, develop and use, etc.?

so that…..What will happen differently with student learning?

First Goal Attempt…

I will learn about differentiation practices so that my students will learn to read better.

Getting better….

I will develop a repertoire of differentiation strategies so that all of my students will learn to read at or near grade level.

Bingo!!

I will learn to assess individual readers and develop a repertoire of differentiated instructions strategies, using them to meet the individual needs of my students

so that all students in my classroom will read at the basic or above level on the Wisconsin third grade reading assessment.

Collaboration

- Consult an expert from the university - Collaborate with the other teachers

at my grade level- Meet regularly with the Title One

Reading teacher and the Reading specialist in our district

- Collaborate with the teacher whose students always score basic and above

Think

Professional Growth• What knowledge, skills and/or dispositions

do you want or need to gain? • What will you DO with what you learn so

that it impacts student learning? Effect on Student Learning• How will your growth impact students?Collaboration• With whom could you collaborate?

In other words

• What will you learn?• What will you do with what you

learn?• How will it impact student

learning?

Step II C

Rationale

Rationale

The reasoning that underlies or explains a particular course of

action.Link to:• Self-reflection• Your position• Your educator standards

Self-reflection: The methods of instruction and assessment for hands-on, inquiry-based learning are different from the ones with which I am familiar. I do not feel confident or effective in using them.

Educational Situation: My district has adopted math and science programs that require these skills. I accept them as best practice and must increase my skills for the benefit of my students.

Teacher Rationale

Relates to standards…

Standards: My professional growth will be promoted in standards 1, 4, and 8.

Think Why did you select this goal? What thinking (reflection) led you

to this choice? What about the situation in which

you work, your position and responsibilities impacts your choice of this goal?

Which standards does it address?

Step II D

Plan for Assessing and Documenting Your Goal

Assessment

You must assess your professional growth the impact of your professional

growth on student learning

You will state your plan for these assessments.

Documentation

Your completed plan will be verified by the documentation you submit.

You will need documentation to verify professional growth and impact on student learning.

Your assessment results may be used for documentation.

Teacher Goal I will increase my knowledge and skills

in both instruction and assessment in hands-on, inquiry-based instruction

so that my third grade students will learn science and math using the programs adopted by my district as demonstrated by success on the assessments provided with the programs.

Step II D: Teacher

I will assess my professional growth by keeping a journal of my learning and by having my supervisor observe me and comment in particular on my skills in instruction and assessment of math and science.

And it affects students…

I will assess impact on student learning by analyzing the data produced from the summative assessments used in each program and by keeping and analyzing copies of the observational, formative assessments used in each program.

Think

How will you know if you have increased your knowledge and skills? What evidence will you provide?

How will you know what the impact on students has been? What evidence will you provide?

Step II E

Plan to Meet Your GoalsObjectives, Activities,

Timeline and Collaboration

How do you plan to meet your goal? What steps will you take?

Objectives: What will you know or be able to do after you accomplish this objective?

Activities: The actions you will take to accomplish your objective.

Timeline: When you will do each of these things?

Collaboration: Which activities will involve collaboration? With whom?

Teacher objectives I will increase my knowledge of

mathematics and of the development of mathematical understanding in children.

I will develop the skills needed to instruct FOSS Science and Investigations Math effectively.

I will develop the skills for both formative and summative assessment in FOSS Science and Investigations Math.

Objective #1: I will increase my knowledge of mathematics and of the development of mathematical understanding in children

CEDUC 547: Teaching Strategies to Increase Math Achievement in the Elementary School Classroom, on-line course

Timeline: fall semester 2008 Collaboration

Possible Activities I will study the explanations of

mathematical development in the support materials provided with the Investigations Math series.

Summer 2008 and continuing The team of third grade teachers

will meet bimonthly to collaborate on the implementation of this math series.

Sources for activities Educator toolkit Page 12 and 13 QEI website - Opportunities

Listed by standard, subject, delivery Professional development coordinator Universities Colleagues Web searches Professional organizations, journals

Think

Objectives: What knowledge or skills must you gain to accomplish your goal?

Activities: What will you do to acquire this knowledge or skill?

Objectives: What are the major steps you will need to take in implementing your goal?

Activities: What will you do to accomplish each of these steps?

When? With whom?

Goal Approval-Submitted for verification by Initial Educators only.

Your team will use the checklist

Step III -Years 2-4(all)

Annual Review

You must include Completion dates for objectives and

activities completed Reflection on professional growth

toward the standards you identified Reflection on the impact on student

learning Reflection on collaboration Description of any revisions in goal,

objectives or activities

Reflection

Description tells WHATAnalysis tells SO WHATReflection tells NOW WHATYou will do all three in your annual review. Tell what you accomplished that year. Tell what impact that has on your

progress toward your goals. Tell how that affects what you will do

next.

Description - What?

I implemented a classroom management strategy based on a system of rewards for good behavior. It didn’t make an appreciable difference in on-task behavior nor on the number of disruptions.

Analysis - So what?

I was uncomfortable with this plan. It felt very “contrived.” I think that this plan doesn’t fit with my belief that rewarding good behavior is not the way to make a permanent change. Therefore, I didn’t administer this program with real conviction and was perhaps inconsistent.

Reflection - What next?

I need to find a program that both fits with my disposition and is appropriate for my students. I will try a program in which, as a classroom community, we set the standards of behavior and the means to handle misbehavior.

Annual review notes - teacher

• Fill in dates for completed activities

Professional Growth: Feeling more confident as I develop

understanding of the mathematical concepts Understanding development of math

concepts for students=increased ability to do formative assessments

Realize part of problem with science is inability to manage cooperative learning groups

• Impact on student learning• Ability to assess and increased understanding

enables me to differentiate math problems. • Students feel more successful and are

motivated to continue trying, leading to more understanding.

• Collaboration• Helps to talk out each lesson and find how

others worked out problems• I’m not only one struggling with cooperative

groups in science.

Annual review con’t…

…more annual review!

• Changes for next year• Add learning to manage cooperative

learning groups as objective • Add summer workshop on cooperative

learning groups• Team will do book study on cooperative

learning

Think What did you finish this year? Record

completion dates in Step II E. In what ways have you grown professionally

this year? So what? What new knowledge or skills have you

gained as a result of your activities? So what? How did your growth affect student learning? What did you learn from and about

collaboration? What changes, if any, will you make in your

plan for next year? Why?

Step IV - End of year 4 beginning of year 5

Documentation of Completion of Your PDP

How can I prove it?? Step IV A

Evidence of Professional Growth and Effect on Student Learning

Annual reviews Approved and signed Goal Approval

Form (Initial Educators only) Step IV B

Reflection and Summary

Evidence 3 to 5 pieces (artifacts) QUALITY, not quantity Choose carefully:

Which pieces of evidence best document your growth toward your goals?

Which pieces of evidence best document the impact on student learning?

You need evidence of BOTH

Sources of evidence

See Educator Toolkit pages 16 and 17

What artifacts will you submit for each?

What artifacts do you have from your assessments?

COLLECT OVER TIME!!

Description of evidence

For each artifact offered as evidence write: What is this? What does this document? What does it say about your professional

growth toward your goal?Or

What does it say about the effect your professional growth had on student learning?

(You need evidence of both

Reflection and Summary How you grew professionally in the

standards identified in your plan How that professional growth had an

effect on student learning Description of how you collaborated

with others Discussion of the achievement of your

goals, including any changes made to your goals throughout the cycle.

You’ve spent 3 to 5 years on this plan - Think

How did you grow professionally in the standards you identified?

How did your growth impact student learning? How did you collaborate with others? What

did you learn from and about collaboration? What changes did you make in your plan

throughout the cycle? What was the impact of those changes?

In summary, what did you learn from the process of preparing and completing your PDP?

Final Step

Submit your completed plan to your review team for verification by January of your last year of certification(usually the 5th year)

Submit documentation of approval to DPI by June 1 of renewal year.