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USING THE WI PDP: Initial Educator Resources CESA #9 License Renewal Support Center Two Ways to Input Text in WI PDP Text Box: Method 1: Open text box and type. No spell check or typical WORD tools for text. Bold/italics/underline features can be added if you know html. The Reviewer will see the html features. The User would see the code from the text box view, but the code does not print out. Method 2:

Open WORD. Type text. Save on desktop -- Select File Type as plain text (.txt extension). Close file. Then open up text box in WI PDP, go to plain text file on desktop, open, under Edit select all, copy, then paste into text box.

Note: Please proofread AND check printed version for formatting too. Click SAVE, go to HELP or HOME to reset the session time-out back to 60 minutes. Always print a hard copy of current PDP version and DPI forms for the binder tab, My PDP.

A. Description of School and Teaching, Administrative, or Pupil Services Situation The initial educator must provide the context for the Professional Development Plan. This description summarizes carefully selected demographic information relevant to the initial educator’s teaching, pupil services, or administrative situation. This information allows the Professional Development Plan Team to clearly understand the initial educator’s school or district and its culture. The following information must be included in this section of the Professional Development Plan:  a description of the initial educator’s teaching, pupil services, or administrative position;  the number of years the initial educator has taught, been in pupil services, or been an administrator;  a description of the school setting (urban, suburban, or rural); the ethnic, special needs, and socioeconomic diversity of the school population; and building or district goals. Example: I have just finished my first year of teaching at Wisconsin Middle School. This year I taught U.S. history and world geography. Wisconsin Middle School uses a thematic, integrated approach. I team teach regularly with a reading/language arts teacher. Wisconsin Middle School is an urban middle school. Located in a major metropolitan area, Wisconsin Middle School’s student population is very diverse. The demographics of the school are as follows: 64 percent African American, 18 percent Hispanic, and 12 percent white. Nineteen percent of the school population is designated special needs. Forty-eight percent of the students qualify for free or reduced lunch. Wisconsin Middle School serves 650 students in grades six to eight. The goal of our middle school social studies program is “to educate students to become informed citizens with the skills necessary for active participation in social, civic, and political processes and to help them to appreciate the values and beliefs that characterize citizens in a democratic society.” Sample I am currently working as a (position title) in (location of employment – proper name of district, school and town). I work with (grade level of students/approximate age) in the area(s) of (content area). (Next, describe aspects of your position – what you do, what your responsibilities are, etc). In my work setting (school, agency) there are (Number of staff, Department groupings – houses, units, wings- Teaching Teams, multiage classes, support staff, etc…) I have been in the field of education for (number of years/months) and in my current position for (number of years, or months). I am working on a PDP to (advance or renew) my Wisconsin license. The population of the community where I work is (approximate number). It is in a (rural, urban, or suburban) setting. The district/or my school includes students in grades_____. The CESA #9 License Renewal and Support Center Tel: (715) 453-2141 or jwerner@cesa9.k12.wi.us

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district/school enrollment is ____. The mission of our district/school is to…. Generally, (How would you describe the relationship between school and surrounding community?) *Demographics in my district include (% of free and reduced lunch, % minority enrolled, and % disabled). The primary language spoken in the homes of my students is ________ (might include number who are English Proficient/or English Language Learners). Ethnicities that are represented among my students include (number or percentage approximation – American Indian/Alaskan Native, Asian, Pacific Islander, Filipino, Hispanic, Black/not Hispanic, White/not Hispanic, Multiracial, other…) Some distinguishing characteristics represented among my students include special needs such as (blind or visually impaired, developmentally disabled, gifted, physically disabled, deaf or hearing impaired, emotionally or behaviorally disabled, learning disabled, speech impaired, etc ). Optional: Special building/district goals that may be pertinent to your plan can be included. A. Double Check 1. Did you include a description of your teaching, pupil services or administrative position? 2. Did you include the number of years you have taught, been an administrator, or been in pupil services? 3. Did you include whether the school is located in an urban, suburban, or rural setting? 4. Did you include the ethnic, special needs, and socioeconomic makeup of the school population? 5. Did you include your building goals/mission and/or district goals?

B. Description of the Goal(s) to Be Addressed The initial educator’s goal must be informed by self-reflection and be aligned with two or more of the Wisconsin Educator Standards. The initial educator’s goal must describe how movement toward and attainment of the goal(s) will:  

impact professional growth; and impact student learning.

Initial educators are encouraged to write goals that are broad in scope so that changes in circumstances will not necessitate the writing of a new goal. It is recommended that the following stem be used: I will…(research, study, learn, analyze, apply, etc.) so that…(describe the potential effect on student learning.) Teacher example: I will research, implement, and evaluate a balanced literacy program in my classroom with emphasis on guided reading so that each student will make substantial gains based on beginning and ending assignments and my school’s grade-level benchmarks. Pupil services professional example: As part of an implementation team, including the principal, curriculum director, and director of special education, I will increase my knowledge of the Response to Intervention (RtI) program and increase my facilitation skills to assist implementing the RtI program so that teachers are better able to meet the needs of all students by using data to analyze the effectiveness of instruction, identify students needing additional support, provide and assess interventions as needed, leading to greater success for all students.

CESA #9 License Renewal and Support Center Tel: (715) 453-2141 or jwerner@cesa9.k12.wi.us

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Administrator example: I will research, develop, and implement an effective, teacher-led evaluation process that focuses on providing interactive and detailed feedback to staff members on the effectiveness of their instructional strategies, classroom management, and curriculum design so that student learning is maximized each year as evidenced by state tests and student grades. Note: There are lots of ways to have your professional growth impact learners. Achievement is one, as summarized by a test score or grade. But consider student knowledge, skills, and dispositions too. Other examples include impacting student engagement, motivation to learn, interest, satisfaction, attitude, feeling of safety, self-directedness, problem-solving skills, belief in effort, communication, etc. Remember, what you put here will be what you build your section D. Plan for Assessing and Documenting Your Goal. Sample I will (learn, study, research) and apply knowledge and skills about effective (focus topic) so that students (describe what you will see happening with students). Achieving my goal will impact my professional growth because I will increase my knowledge and skills of effective (focus topic), implement what I learn in my classroom, and reflect on the how it is impacting my students. As I apply and reflect, I will make adjustments to build on successes and address challenges. This will result in professional growth. My professional growth will affect student learning because I will focus on their needs and how I am addressing (or not addressing) them. Implementing my expanded knowledge and skills will help students be (more of something, or better at something – refer to student portion of goal statement). B. Double Check 1. Did you describe how your goal will impact your professional growth? 2. Did you describe how your professional growth will have an effect on student learning?

C. Rationale for Your Goal(s): Links to Professional Situation and Wisconsin Educator Standards The initial educator must provide a rationale for the goal(s). A rationale describes the fundamental reasons for the goal. The rationale must be based on reflection and linked to:  school and teaching, pupil services, or administrative situation; and  Wisconsin Educator Standards (two or more). Sample The process I used to self-reflect included me considering something I have a passion to learn about. The passion comes from thinking about the response I’ve had from students (describe response). I also studied the WTS that seemed to align with this focus and I read through rubrics that described various levels of quality. During my self-reflection I envisioned the future and what it would be like to be an expert in the standards I identified. Finally, I used the rubrics to take inventory of where I think my teaching is right now. From what I vision and from where I am now, I established the need to (repeat goal). Working on this goal fits with my school/teaching/administrative position because, as an educator I need to (discuss the two standards you chose). I am using the PDP process to not only grow and impact learners, but to also (advance or renew) my license.

CESA #9 License Renewal and Support Center Tel: (715) 453-2141 or jwerner@cesa9.k12.wi.us

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C. Double Check 1. Does the rationale tell how your goal connects to your school, teaching, administrative, or pupil services situation? (Choose the category that applies to your situation) 2. Did you write out the Wisconsin Educator Standards that you will focus on to meet your goal? (must select two or more).

D. Plan for Assessing and Documenting Your Goal(s) The initial educator must state how he or she will assess movement toward attainment of the goal(s). The assessment plan identifies the methods that will be used to assess professional growth and the effect of the professional growth on student learning. The inclusion of student learning data will strengthen the assessment plan. These data may include state or district assessment results, work samples, targets/benchmarks, and behavioral data such as attendance, tardiness, or office referrals. These data and the initial educator’s plans for assessment will provide the evidence needed to verify progress toward meeting the articulated goal(s). Note: Consider again, your goal statement, and, your selected Wisconsin Educator Standards. What would be evidence that you grew (i.e. changed, improved, became more proficient) in the standards you identified? Consider the information you would gather (what, how, when, where, by/with whom) in an ongoing way that would help determine that growth. This becomes your method(s) for assessing and documenting your professional growth. Examples will be shared during the Creating a Quality PDP training. When it comes to considering impact on students, what do you want to see happening with students as a result of your plan? Refer to your goal statement. What would be actual evidence that this vision is happening with students? Then consider the information you would gather (what, how, when, where, by/with whom) in an ongoing way that would represent that impact on students. This becomes your method(s) for assessing and documenting the impact your growth has on students. Examples will be shared during the Creating a Quality PDP training. Sample To determine some kind of change or the extent of my professional growth I can analyze the documentation I will keep throughout my licensure cycle in my professional reflection journal. I will document what I am learning (new knowledge and skills), what I am implementing in my classroom, and what I see happening with students. I will analyze my journal to determine patterns, compelling needs/issues, or the successes and challenges that I experience. This method of assessment will illuminate how I have changed. Another method will be my own self-assessment of my practice aligned with the professional standards rubrics. I know where I’m starting and where I want to get, and I can use the rubric to annually self-assess change (growth). The method to assess the effect of my growth on student learning will include responses to perception surveys by students, observation notes and collegial conferences with a school colleague (principal?), and anecdotal records of targeted behaviors (knowledge, skills, etc – think through goal statement again) I observe and document bi-weekly. Monitoring my professional growth through a reflection journal, and then analyzing my reflection journal, plus the self-assessing my growth in the educator standards will help me effectively progress through my plan. Monitoring my growth’s effect on students by involving them in giving feedback and by clearly articulating what I want to impact, and periodically documenting my observations will keep me focused on my plan, as well as help me better meet student needs. CESA #9 License Renewal and Support Center Tel: (715) 453-2141 or jwerner@cesa9.k12.wi.us

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D. Double Check 1. Did you include in the plan the anticipated methods you will use to assess your professional growth? 2. Did you include in the plan the anticipated methods you will use to assess the effect on student learning?

E. Plan to Meet the Goal(s): Objectives, Activities, Timeline, and Plan for Collaboration The Professional Development Plan must include objectives, activities, a timeline that extends through multiple years of the licensure cycle, and a plan for collaboration. Objectives: Objectives are the anticipated observable and verifiable results of actions. Goals answer the question, “Where do I want to go?” Objectives address the question, “How do I get there?” An objective is verifiable if its realization can be confirmed or substantiated by another individual. Objectives describe how an initial educator’s goal promotes professional growth and how that professional growth will have an effect on student learning. The completion of objectives should result in the accomplishment of the goal(s). Description of Activities and Timeline: The Professional Development Plan must contain a description of professional development activities that align specifically with the articulated goal(s) and objectives. Initial educators may select activities from a wide array of professional development endeavors. Some professional development is completed in less than one year and some may take more than one year to complete. Activities may include but are not limited to:  meeting with a mentor;  meeting with accomplished people in education or other fields who share extensive knowledge with the initial educator over an extended period of time;  shadowing accomplished people in education or other fields as they work, making notes of instructional practices and/or subject knowledge for future use in the classroom;  meeting with education leaders or accomplished people in education or in other fields for feedback as the initial educator begins to apply knowledge and skills to student learning;  completing a university or technical college course, summer seminar, summer institute, or distancelearning course related to the goal;  trying a new instructional approach and documenting the results;  attending scheduled sessions that will advance professional growth;  attending or presenting at a state or national conference or participating in a national web-talk that advances professional growth;  participating in study groups that provide additional information or collegial support;  participating in professional readings, viewing of videos, and web-site searches to locate and record new content knowledge, resources, and instructional strategies that can be used in the classroom or educator setting;  modifying instruction and analyzing student work for progress; and  engaging in action research. The Professional Development Plan must include a timeline for activities that extend through multiple years of the licensure cycle. A general description of activities and an anticipated timeline for said activities must be included in the Professional Development Plan. A certain level of specificity is necessary, however, so the Professional Development team may accurately understand the goal(s), plans to accomplish the goal(s), and the approximate timeline for Professional Development Plan completion.

CESA #9 License Renewal and Support Center Tel: (715) 453-2141 or jwerner@cesa9.k12.wi.us

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Collaboration: An initial educator must include collaboration in his or her plan. Collaboration may be with professional peers, higher education representatives, members of professional organizations, or a mentor. The initial educator must indicate with whom he or she will collaborate while working on the plan. Evidence of this collaboration must be documented and included with the completed plan when it is submitted for verification. Examples of collaboration with professional peers may include but are not limited to:   

meeting with colleagues on a regular basis to share notes, get ideas, or gather feedback; working with other educators on similar activities and objectives; and/or conferencing with a master educator in teaching, pupil services, or administration, who can provide ongoing feedback throughout the year.

Reminder: Objectives, Activities, Timelines, and Collaboration can be revised after PDP Goal Approval. It’s important to write a quality plan and revise as you progress through the process. Suggested Steps to write three quality objectives: 1. Study your goal. Break it into the distinct parts: your professional development and impact on students. 2. What are two most important accomplishments do you need to achieve in order to result in reaching your professional growth component? State them as “end results”, as things you will do, apply, or implement (not learning “activities”) that could be observed or verified in some way and relate to the professional standards you selected. These two statements become two objectives. 3. What is the most important accomplishment you’d see students perform as a result of your professional growth? State this as an “end result”, as things students will do, apply, or implement (not learning “activities”) that could be observed or verified in some way. Objective 1:

How would you verify it?

Objective 2:

How would you verify it?

Objective 3:

How would you verify it?

Timelines should span the duration of the PDP and be included for each Activity.

Collaboration should be included, but are not required for each Activity.

Fill in completion dates at the time of completion of activities or by each Annual Review.

CESA #9 License Renewal and Support Center Tel: (715) 453-2141 or jwerner@cesa9.k12.wi.us

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E. Double Check

1. 2. 3. 4. 5. 6.

Did you include objectives that directly address the goal? Did you include objectives that are observable and verifiable? Did you align your with your goal and objectives? Did you extend the activities through multiple years of the licensure cycle? Did you state a timeline for completing the activities? Did you include collaboration with others in your plan?

Steps to Convene PDP Review Teams for WI PDP Users 1. 2. 3. 4. 5.

6.

7.

8.

Complete the Self-Assess: PDP Checklist. When all are YES, go back to your homepage. Click new link to “Convene Review Team Members” Review pool of qualified reviewers from each category. Click by the name and Select Reviewer you’d like for each category. Submit choices for confirmation and click “OK” to forward your request to each team member. They will each get an email invitation to serve on your team. Watch your email for messages from WI PDP that identify the members that “accept” or “decline”. For any that “decline” your request, you will be asked in the notifying email to log on, delete declined reviewer, then repick a new team member. Again, Submit for Confirmation. When you have three confirmed members (keep an eye on your emails!) you’ll have a new link on your WI PDP home page to “Submit Your PDP for Review”. (Be sure your PDP term of 3, 4, or 5 years is correct.) Select that link and click “OK” to have the review begin. As team members rate your plan, you may have comments from them. You’ll get emails notifying you if there are comments to go read within your review checklist. You may reply to emails and communicate with team members. Keep them informed of your intentions and your updates. A similar process will be followed for convening a PDP Review Team for Verification of Completion.

Remember: Begin convening your PDP Review Team Members in plenty of time to accommodate “declines” and having to re-pick, etc. The timelines in the WI PDP online tool must be followed. Steps for Creating Annual Reviews 1. First make any revisions to your actual PDP. Revise any objectives, activities (enter completion dates if necessary), timelines, or collaboration. Then, 2. Click the link, Annual Review-Year # ____________________________ 3. Click on each component and fill in the required information: a. Reflection of how you grew professionally in the standards you chose; b. Reflection on how your growth had an effect on student learning; c. Reflection on your collaboration with others; and d. Description of any revisions to your Objectives or Activities (Note: You must have something here, even if you had NO revisions. Just state that you had none if that is the case.)

CESA #9 License Renewal and Support Center Tel: (715) 453-2141 or jwerner@cesa9.k12.wi.us

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4. Once each section is complete you will have a new link on your homepage, Self Assess Annual Review 5. Self assess each component of the Annual Review (click on blue link for each component and rate item.) Then, 6. Click, Continue to Next Phase and continue implementation. Please do not hesitate to contact the CESA #9 Group Administrator, Kris Jach at 715-453-2141 (kjach@cesa9.k12.wi.us ), or Jayne Werner (jwerner@cesa9.k12.wi.us) if you need assistance. Thank you!

CESA #9 License Renewal and Support Center Tel: (715) 453-2141 or jwerner@cesa9.k12.wi.us

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PDP Writing Resource