THE PROFESSIONAL DEVELOPMENT PLAN

Reflecting, Writing, and Reviewing the PDPPresented by:

Linda Helf, ManitowocAnn Cattau, Neenah

Contact information: [email protected] [email protected]

mailto:[email protected]

Linda Helf and Ann Cattau 2

PART 1:

Overview of PI 34

PI 34 SynopsisWisconsin Quality Educator Initiative:

Restructuring Educator Preparation and Licensing.

3Linda Helf and Ann Cattau

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Restructuring Educator Preparation: Guiding Principles

• Improved student learning• Career-long educator

preparation• Collaboration between

higher education, P-12, and DPI

• Community of Learners

• Performance based program approval and licensure

• Shared vision of what educators should know and be able to do

• Diversity and equity

Linda Helf and Ann Cattau


The Wisconsin Educator Standards

10 Teacher Standards7 Pupil Service Standards (psychologists, social workers, guidance counselors, and school nurses)

7 Administrator Standards



New License Stages(Initial Educator Toolkit, page 4)

• Initial Educator• Professional Educator • Master Educator


Initial Educator Stage

• Initial Educator Means:An individual who has successfully completed an approved program after August 31, 2004 and who is issued an Initial Educator License by the Department for the first time in a particular category (Teaching, Pupil Service, Administration).


Initial Educator Stage (cont).• Length of license is 5-year non renewable, minimum 3 years.• Initial Educator develops a Professional Development Plan

(PDP) addressing 2 or more standards.• Pre-service portfolio may be used to inform the Initial

Educator’s development of the PDP.• Initial Educator License may be renewed if the individual has

not been employed as an educator for at least 3 yrs. within the 5-year period.

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Professional Development Team Composition for the Initial Educator (PDP Initial Educator Toolkit p. 8)

3 members: • A peer• An administrator• A higher education representative

Linda Helf and Ann Cattau

Professional Development Plan Timeline for Initial Educators

Year 1: Reflection

Goal Approval:Year 2: Initial educator creates and works on goal approval part of PDP

(Sections A-E). Year 2: Between June 1 of year one and January 15 of year two, the

Initial educator submits their PDP to team members. The PDP team must complete their review within 60 days of receipt of the PDP.

Year 2: If a 2/3 majority of the PDP review team does not approve the goal, comments are given and the revised goal must be resubmitted for approval between January 15 and June 1

Year 2: Applicants submit signed PDP Goal Approval forms to DPI



On to Completion of the PDP:Years 2-4: The PDP is reviewed annually (annual review) .

A reflection summary and any revisions to goals, objectives, and activities must be written each year of the licensure cycle. These annual reviews and reflections are submitted to the PDP team as part of the completed PDP.

Years 2-4: If there are substantive revisions to the PDP goal, you must submit the revised goal to the PDP team each year substantial revisions are made for approval.



Final steps:Year 5: Submit completed PDP with documentation to

the PDP Team by January 15.Year 5: The PDP Team will review and verify the PDP by

April 1. Year 5: Clarification of discrepancies between the PDP

Team and the candidate will occur by June 1.Year 5: Submit completed application with PDP

verification form and appropriate licensure fee to DPI to obtain Professional Educator License by June 1.



Professional Educator Stage• 5 year renewable Professional Educator License• Professional Development Plan (PDP showing

growth in 2 or more Wisconsin Educator Standards)• PDP Team verifies completion• Current educators are grand-parented as

professional educators and may renew license using 6 credits or PDP


Professional Educator PDP Team and Team Role

• Includes:– 3 teachers/pupil service personnel/administrators

selected by peers• Completes DPI, PDP Team training• Reviews and verifies completion of the PDP in

year 5 of the cycle (by 2/3 majority)


Professional Educator License Cycle Guidelines

Year 1: ReflectionYears 1-4: Professional educator creates and works on completing their PDP.

They may collaborate with peers as they develop, initiate, and complete their PDP.

Year 5: Submit completed PDP with documentation to the PDP Team by January 15.

Year 5: The PDP Team will review and verify the PDP by April 1. Clarification of discrepancies between the PDP Team and the candidate will occur by June 1.

Year 5: Submit completed application with PDP verification form to DPI to obtain another Professional Educator License.


Master Educator Stage• Voluntary 10 year renewable license available by completing:• Wisconsin Master Educator Assessment Process

– Portfolio assessed documenting mastery of Wisconsin Educator Standards• Professional Contributions• Improved student learning• Assessed by DPI-trained WMEAP team• Master’s degreeOR

• National Board for Professional Teaching Standards Certification


Appeals of Decisions Made by the 3-Member Team

• PI 34.17 and PI 34.18– Appeals must be made in writing and submitted to the

office of the state superintendent within 30 days of notification of nonrenewal of license.

– The state superintendent may choose to refer appeals to the Professional Standards Council.



Pre-service Portfolio versus PDP

• IHE initiated• Academic process (student)• External motivation (Initial

license)• Addresses all standards• Evidence is collected on all

standards• Evaluated by IHE

• Job-embedded• Self-directed (practitioner)• Intrinsic motivation• Addresses 2 or more

standards• 3-5 pieces of evidence• Verified (shows you did

what you said you did)



PDP Focus

• Professional desire to learn• Linked to student learning• Create an area of focus• Map the activities to achieve purpose• Determine support of others• Collect data along the way• Verify learning


School District Requirements for supporting the Initial Educator

• Provide collaboratively developed, ongoing orientation to Initial Educator

• Provide support seminars reflecting the standards• Provide a qualified, trained mentor to the initial

educator (“Qualified” means holding an appropriate license)

• Provide an administrator on the Initial Educator PDP team


Part 2:

What is the PDP?

Intro to the PDP Educator Toolkit


What is the PDP? PDP Initial Educator Toolkit

p. 1-3

• Based on Wisconsin Educator standards, p. 2-3 in Initial Educator Toolkit

• Links growth to effect on student learning• Outlines continuous growth for educators• Collaborative• Data driven• Self-assessed & verified through documents


The PDP Story: 4 PartsInitial Educator Toolkit, p. 11-18

• Part I: Reflection What’s happening and why?

• Part II: Writing the PDP What do you desire to do?

• Part III: Annual Review What happened?

• Part IV: Completion (End of story)Summarize using evidence of change.



Reflection (Explanation and Examples in Initial Educator Toolkit, pages 11-12)

Remember:

• Reflection is personal.• Reflection does not need to be shared.• Reflection forms the foundation of your goal

and work with your PDP.



Step I Before Writing the Plan:Self-Reflection Process

Self-reflection is a critical component of professional growth that involves an

analysis of feedback about professional performance and its relationship to

student learning data.

Reflection – individual, pair, shareSelf-reflection is a critical component of professional growth that involves an analysis of feedback about professional performance and its relationship to student learning data.

What could you use that is “feedback about professional performance?”

What could you use that is evidence of your performance “in relation to student learning data”?


Reflecting…

Fold a paper in eight sections:


What do you have that is evidence of “feedback about your professional performance”?

What do you have that is evidence of student learning (types of student learning data)?

First thoughts…



Goals = Direction

“Would you tell me please, which way I ought to go from here?” asked Alice.

“That depends a good deal on where you want to get to,” said the Cat.

Alice’s Adventures in Wonderland, 1865


A goal is created 3 times.First, as a mental picture.

Second, when written down to add clarity and dimension.

And third, when you take action towards its achievement.

--Gary Ryan Blair


Creating Your VisionWhat do you desire to learn that would be

so compelling to inspire your growth professionally

ANDHave a positive effect on

student learning?


The Wisconsin Educator Standards (p. 2-3 of the Initial Educator Toolkit)

Are used to develop a collective agreement of what is expected professionally

Assist in developing a dialogue among educators Will validate what educators know and are able

to do Are used for analysis and reflection of

performance

Teacher Standards

1. The teacher understands the central concepts, tools of inquiry, and structures of the disciplines he or she teaches and can create learning experiences that make these aspects of subject matter meaningful for pupils. (content)

2. The teacher understands how children with broad ranges of ability learn and provides instruction that supports their intellectual, social, and personal development. (child development)


Teacher Standards

3. The teacher understands how students differ in their approaches to learning and the barriers that impede learning and can adapt instruction to meet the diverse needs of pupils, including those with disabilities and exceptionalities. (differentiation)

4. The teacher understands and uses a variety of instructional strategies, including the use of technology to encourage children’s development of critical thinking, problem solving, and performance skills. (best practice instruction)


Teacher Standards

5. The teacher uses an understanding of individual and group motivation and behavior to create a learning environment that encourages positive social interaction, active engagement in learning, and self-motivation. (creating a learning climate)

6. The teacher uses effective verbal and nonverbal communication techniques as well as instructional media and technology to foster active inquiry, collaboration, and supportive interaction in the classroom. (technology)


Teacher Standards

7. The teacher organizes and plans systematic instruction based upon knowledge of subject matter, pupils, the community, and curriculum goals. (systematic planning of instruction)

8. The teacher understands and uses formal and informal assessment strategies to evaluate and ensure the continuous intellectual, social, and physical development of the pupil. (assessment)


Teacher Standards

9. The teacher is a reflective practitioner who continually evaluates the effect of his or her choices and actions on pupils, parent, professionals in the learning community, and others and who actively seeks out opportunities to grow professionally. (reflection)

10.The teacher fosters relationships with school colleagues, parents, and agencies in the larger community to support pupil learning and well being and who acts with integrity, fairness, and in an ethical manner. (beyond the classroom)


More thinking…


Find the one teacher standard that you think is the most important.

Think, Pair, Share

• Pick the one teacher standard that you think is most important.

• When asked to, get into a group of two or three and discuss your selection. Give a rationale for your selection.

• As a group, discuss why there are differences in your choices.

• What can we learn about the PDP process from this exercise?


Pupil Services Standards

1. The pupil services professional understands the teacher standards.

2. The pupil services professional understands the complexities of learning and knowledge of comprehensive, coordinated practice strategies that support student learning, health, safety, and development.

3. The pupil services professional has the ability to use research, research methods, and knowledge about issues and trends to improve practices in schools and classrooms.


Pupil Services Standards

4. The pupil services professional understands and represents professional ethics and social behaviors appropriate for school and community.

5. The pupil services professional understands the organization, development, management and content of collaborative and mutually supportive pupil services programs within educational settings.


Pupil Services Standards6. The pupil services professional is able to address

comprehensively the wide range of social, emotional, behavioral, and physical issues and circumstances which may limit pupils’ abilities to achieve positive learning outcomes through development, implementation, and evaluation of system-wide interventions and strategies.

7. The pupil services professional interacts successfully with pupils, parents, professional educators, employers, and community support systems such as juvenile justice, public health, human services, and adult education.


What do you think…

What do you notice about the Pupil Service Standards?


Observations….

Reread the pupil services standards.

What do you notice about these standards?

Write two observations on your reflection sheet.

When asked, share your reflections with the group.


Administrator Standards

1. The administrator has an understanding of and demonstrates competence in the teacher standards.

2. The administrator leads by facilitating the development, articulation, implementation, and stewardship of a vision of learning that is shared by the school community.

3. The administrator manages by advocating, nurturing, and sustaining a school culture and instructional program conducive to pupil learning and staff professional growth.



4. The administrator ensures management of the organization, operations, finances, and resources for a safe, efficient, and effective learning environment.

5. The administrator models collaborating with families and community members, responding to diverse community interests and needs, and mobilizing community resources.



6. The administrator acts with integrity, fairness, and in an ethical manner.

7. The administrator understands, responds to, and interacts with the larger political, social, economic, legal, and cultural context that affects schooling.


Think about this….

Which administrative standard is the most important?


Thinking and Sharing…

• Read the administrative standards.• On your own, pick the one that you think is the most important.• When asked, share the standard and rationale with the group.• What does this tell us about the PDP process?



Part 3:Writing the PDP

2 Links to Choose to Download PDP: http://dpi.wi.gov/forms/doc/fpdp-1.doc

http://qei.wisconsin.edu/

http://dpi.wi.gov/forms/doc/fpdp-1.doc



Prerequisite for Goal Approval

Meaningful Manageable

Verifiable

Can it bring the creative tension to stimulate the kind of energy needed to produce action that leads to professional growth & link to student learning?


Begin Writing (Initial Educator Toolkit – Sample form, pages 23-27

Sample completed form – pages 33-40)

Begin to fill in Section II A – D (p. 12-15)A. Description of School/Teaching (given by the district)B. Description of Goal (I will…so that…)C. Rationale for the Goal (3 parts)D. Plan for Assessing & Documenting


A. Description of School & Teaching Situation (5 parts)(Example on pages 12-13 of Initial Educator Toolkit)

1. Describe your current teaching/pupil service or administrative situation

2. Include the number of years in the current situation

3. Describe the location of your school4. Describe the population demographics5. Include district/building goals


B. Description of the Goal (2 parts)(Examples on page 13 of the Initial Educator Toolkit)

• State what you will learn and apply to impact your growth (what will you do that you haven’t done before?)…

• Describe the effect of that growth on student learning.


Writing a Goal

• Part 1: “ I will ________...

• Part 2: …so that______________


C. Rationale for the Goal (3 parts)

Based on self-reflection and linked to

1.Current Situation (How does the goal link to this situation?)

2. Write the Wisconsin Education Standards that apply to your goal (use wording from standards)


D. Plan for Assessing the Goal (2 parts)(Example on page 14 of the Initial Educator Toolkit)

1. List methods to assess your growth (think of what you will create that didn’t exist before)

2. List methods to assess the effect of the growth on student learning (formal, informal assessments, socio-emotional, behavioral, academic, etc.)

Reflection

What professional learning opportunities have you had so far in your career?



Verifiable: Must have documentation

Definition of verifiable: To prove to be true or accurate; substantiate,

confirm. To test or ascertain the accuracy or truth of.

Sample Statement #1

I will apply adaptive resources to students with challenging learning problems and act as a resource to my staff, so that students with learning challenges can improve their behavioral and academic performances.

Evidence of professional change• Staff responses to annual

survey on resources• Staff development evaluations

& follow up I create to assist teachers with challenging learners

Evidence of student learning• Student behavior plans• Student assessments• Chart duration of positive

change


Sample Statement #2

• I will research and develop independent developmental, learning activities into my language arts curriculum so that my students will be self motivated and actively engaged.

Evidence of professional change

• Change in lesson plan design in language arts over time

• Analysis & sharing of learning activities that highly engaged students

Evidence of student learning



Part 4:Details on Implementing your PDP

ObjectivesActivities

Timelines in the CycleCollaboration


Objectives & Activities

List the objectives and activities that would lead to:

Growing professionally And

Applying the growth to student learning.


Objectives (see samples)1. Objectives are observable and verifiable.

2. Objectives tell how you will reach your goal.

3. Objective describe– How your goal promotes professional growth– How your professional growth will have an effect

on student learning


Hint: Think of three objectives

• Objective 1 : address the professional learning you stated in your goal – what will you observe, research, learn?

• Objective 2: address the student learning you stated in your goal – what will you create, institute, implement?

• Objective 3: address assessment – how will you show improved student learning


Cycle, Timelines, Collaboration • Include Objectives & Activities that extend

throughout the licensure cycle (sample activities on pages 15-16 of the Initial Educator Toolkit)– 3-5 years for Initial Educator– 5 years for Professional Educator

• Include estimated timelines for activities (start with the year -- you can add complete dates later)

• Include collaborators

Reflection

What time commitments do you have in your life that would make it more difficult to manage the time for a PDP?


And again..

Who do you collaborate with on a regular basis?


Get ready to volunteer!

If you volunteer –• You will express your thoughts about the

outline of your PDP• You will get input and support from the group• You will get to keep the sample we create.


And, now the goal…

Using the template from our volunteer, write a goal for the PDP we laid out.

I will ___________ so that _________________.


A goal for you….

Thinking about where you are now, think of a goal statement for yourself.

I will __________________ so that ____________.



Checklist for Writing a PDP(Initial Educator Toolkit, page 19)

• Hints:– Have someone else proofread your plan before

you submit it.– Remember that your team may not know you so

be clear on all the writing you do.– This is the proof that you have plans to grow

professionally and impact student learning – does it show that?


Individual Review of Checklist

• Review each section of your PDP using the criteria in the checklist

• Mark the box either “yes” or “no” as you review each criteria

• Note any discrepancies between the PDP checklist and your PDP document

Part 5Goal Approval

Finding a team:• DPI website• QEI website• District resources

You need:• A peer (not your mentor)• An administrator (not your supervisor)• A university representative


Part 6After goal approval – years 3-5

Annual review of the PDP (page 16 of the Initial Educator Toolkit)

• Includes a reflection summary of progress made in meeting goals of plan

• Revisions to the goal, objectives, or activities are noted in the annual review


Annual Review

The annual review includes:• Completion date for objectives and activities

completed during the year• Reflection of professional growth• Reflection of the impact of your professional

growth on student learning• Description of any substantial revisions made

to the objectives and activities


Documentation of the Completed PDP(pages 16-18 of the Initial Educator Toolkit, including suggestions for types of

documentation)

• Required documentation– A copy of your signed Goal Approval Summary

Form– The appropriate number of annual reviews– Three to five pieces of evidence that document

professional growth and/or the effect of the professional growth on student learning

– Reflection summaries


Documentation

Key questions to keep in mind:1.What data or artifacts are you going to collect

and why?

2. What artifacts demonstrate professional change and the impact on your students?


Planning Your Artifacts

• List critical changes and evidence to support them

Professional changesStudent results


List artifacts that verify your professional changes

List artifacts that will verify student learning results?

Preparing EvidenceStep 1: Divide your evidence into two categories: (REMEMBER – you need some

of both!).

1. Professional Growth2. Student Learning

Step 2: Label each piece of evidence by number and category

Examples: Evidence #1: Professional Growth: Curriculum GuideEvidence #2: Professional Growth: Summary of Mentor ObservationsEvidence #3: Student Learning: Student Work Pre & PostEvidence #4: BOTH Professional Growth & Student Learning:

Result of Student Surveys Pre & Post


PDP Section IVB: Summary & Reflection

Use the following sub-headers for Section IVB• Describe in detail professional changes

• Reference professional standards

• Describe in detail the effects on student learning

• Describe in detail the benefit of collaboration

• Reference completion dates


Articulating What You Learned

Reference– Knowledge gained– New skills performed– Dispositions (values, attitudes, beliefs) either new,

heightened, or depleted due to this process– Aspirations you discovered– Behaviors


Articulating Student Learning Results

Reference– Student changes over time– Evidence submitted– Formal and informal data – Tell a story using a case study


Your PDP Team at Verification

Contact 3 PDP Team Members• Initial Educators: IHE, Administrator, Peer• Professional Educators: 3 Peers from your categoryPDP Verification Teams must have the following:• Copy of Goal Approval Form (Initial Educators Only!)• Copy of Verification Checklist• Copy of Verification Approval Form• Copy of your completed PDP• Copies of your evidence (3-5 pieces)


What’s Next???

What did you discover that you desire to learn more about

which would inspire your growth AND

Continue to have a positive effect on Student learning?


Big Hint

Start collecting your documentation as soon as you know your goal. It is easier to weed out theitems that you don’t want than to find items that you do want.



Part 7:

Resources & Websites


Tools & Websites

• DPI

• QEI

NEW DPI WEBSITE FOR REVIEWERShttp://dpi.wi.gov/tepdl/pdpteammembinfo.html

Resources for PDP Team MembersRefresher Materials• Initial Educator Goal Approval • Plan Verification • PI 34 Synopsis

Forms• PDP Goal Approval Signature Form - fillable • PDP Verification Signature Form - fillable • PDP Goal Approval Component Review for Initial Educators • PDP Component Review Form for Plan Verification • PDP Verification Checklist with Indicators


http://dpi.wi.gov/tepdl/pdpteammembinfo.html

http://dpi.wi.gov/tepdl/ppt/pdpgoalapproval.ppt

http://dpi.wi.gov/tepdl/ppt/pdpverification.ppt

http://dpi.wi.gov/tepdl/ppt/pi34synopsis.ppt



http://dpi.wi.gov/tepdl/doc/reviewiegoal.doc

http://dpi.wi.gov/tepdl/doc/reviewcomponent.doc

http://dpi.wi.gov/tepdl/doc/pdpverificationcklist.doc


Professional Development Plan: Educator Toolkit

• Teaches you step-by-step• Gives you sample PDPs• Includes the team checklist • Includes guidelines• Includes timelines• Includes Wisconsin Educator Standards


Quality Educator Interactive (QEI)http://qei.wisconsin.edu/

• Available to all WEAC members• Available to all UW Students• Available to all Administrators• Available at minimal cost to everyone• Includes all PDP Team members• Includes professional development opportunities• for creating, editing and sharing professional

development plans.



THE PROFESSIONAL DEVELOPMENT PLAN

Documents

initial educator team

initial educator license

pdp team

ann cattau6linda helf

ann cattau4linda helf

equity linda helf

initial educators development

pdp review team