Presentation on theme: "How to write a quality Professional Development Plan"— Presentation transcript:
1How to write a quality Professional Development Plan Winnebagoland UniServOctober 13, 2009Veronica Ellingson 2006
2A PDP is NOT a portfolio, a PDP is a plan! Portfolio : collection of materials that represent a person’s workContents determined by IHE, NBPTS, WIMEEvidence for ALL standardsAssessedPlan : Method for achieving an end with a procedure and a goalYOU decide the contentsEvidence for 2 or more standardsVerifiedVeronica Ellingson 2006
3A PDP is NOT assessed, a PDP is verified. Assess: to examine something in order to judge or evaluate itYour performance is judged on thebasis of the evidence in your portfolio.Verify: to prove that something is trueThe completion of your plan is verified by the evidence you provide.“Is it there or is it not there?”Veronica Ellingson 2006
4Standards Integrated into License Stages PortfolioPre-servicePortfolioMaster EducatorPortfolioProfessional EducatorPDPInitial EducatorPDPMandatoryShows proficiency in all 10 standardsAssessed by IHEOptionalShows mastery in all 10 standardsAssessed by DPI2 or more standardsVerified by IE PDP Team2 or more standardsVerified by PE PDP Team*National Board by NBPTSVeronica Ellingson 2006
6Wisconsin Standards Professional Educator Options Initial Educator Program ExitStudent teaching/ InternshipPre-student TeachingEducation FoundationProgram EntryVeronica Ellingson 2006
7WI Educator Standards Activity Carefully read over all Wisconsin Educator Standards for Administrators, Teachers, and Pupil Services.Pick the two most important standards to you as a teacher/ administrator/ pupil service.Write down your criteria for picking two?Veronica Ellingson 2006
9Options for Licensure Obtained After 8/31/04 *15-20 year possible timeline shownVeronica Ellingson 2006
10School District Requirements for supporting Initial Educator Provide ongoing orientation that is collaboratively developed and delivered by school boards, administrators, teachers, support staff, and parents/families;Provide support seminars which reflect the appropriate standards (teacher, pupil services personnel, administrator), and the mission and goals of the school district;Provide a qualified mentor;Designate an administrator who may serve, subject to school board approval, on the initial educator’s Professional Development Plan (PDP) team.
11Initial Educator License Cycle Guidelines Year 1: Reflect and work with mentorYear 2: Submit plan with checklist by January 1st to PDP Team for goal approval (verified)Years 2-4: Document an annual review. [If IE makes major revisions their goal they must submit changes to the PDP Team be reviewed by April 1st of that year.]Year 5: Submit completed PDP with 3-5 pieces of evidence to the PDP Team by January 15th. The PDP Team has until April 1st to verify the PDP. If there are clarification issues or discrepancies the IE has until June 1st to make revisions to their PDP. Then the completed application with PDP verification form is sent to DPI (with $100) to advance to a Professional Educator License.*IE may get their PDP verified after three year, if they choose.Veronica Ellingson 2006
12PDP Team for Initial Educator Members of the Initial Educator Team: an educator (not the mentor), an administrator, and a higher education representative.All members have to be DPI PDP Team TrainedTwo-thirds majority needed for goal approvalTeam members may change from year two to year five so keep your documentation that a PDP Team verified your goals and objectives.Veronica Ellingson 2006
13PROFESSIONAL EDUCATOR Anyone who has an educator license issued before August 31, 2004.ORInitial Educator who was completed PDP Verification.Veronica Ellingson 2006
14Professional Educator License Cycle and Team Same as Initial Educator Cycle, but without Goal Approval.PDP Team:Three licensed classroom educators (whom have completed the WI DPI PDP Training) selected by their peers.Two-thirds majority needed for verification.Veronica Ellingson 2006
15MASTER EDUCATOR There are two ways to become a master educator: Successfully complete National Board Certification.Submit a portfolio (only developed for categories not cover by NBPTS) to show mastery in all WI Educator Standards.Veronica Ellingson 2006
16Portfolio Route Requirements Continued For a educator who has gone through the Initial Educator Stage…Educator must successfully complete one cycle at the professional educator stage,Educator must complete a related masters degree.Veronica Ellingson 2006
17Portfolio Areas Teaching Pupil Services Administration Adaptive EducationAdaptive PEAssistive TechnologySpeech & Lang PathologyComputer SciencePsychologyDanceTheaterPupil ServicesSchool CounselorSchool NurseSchool PsychologistSchool Social WorkerAdministrationVeronica Ellingson 2006
18National Board Certification Requirements Three years of successful experience in the classroomMust be currently teachingMust have the time and resources to completeVeronica Ellingson 2006
19National Board Certification Requirements Areas of Certification (age):Generalist(3-8/7-12), Art(3-12/11-18+), Career and Technical(11-18+), English as a New Language(3-12/11-18+), English(11-15/14-18+), Exceptional Needs(birth-21+), Library Media(3-18+), Literacy(3-12), Math(11-15/14-18+), Music(3-12/11-18+), Physical Education(3-12/11-18+), Counseling(3-18+), Science(11-15/14-18+), Social Studies(11-15/14-18+), World Languages(11-18+)Veronica Ellingson 2006
20Why Master Educator? 10 year renewable license ($250) Show professionalismDemonstrate masteryChallengeIn WI $2500/year for 10 years after passing the National BoardsVeronica Ellingson 2006
21Any other lingering questions on PI-34? Look up your licensehttps://www2.dpi.wi.gov/lic-tll/home.doVeronica Ellingson 2006
22Step I and II of the PDP Step I: Self-reflection Step II: Goal II A Description of school and teachingsituationII B Description of Goal to be achievedII C Rationale and link to self reflectionII D Plan for assessing and documenting your goalII E Plan to meet your goalVeronica Ellingson 2006
23Step I: Self -Reflection Optional!Examples of Reflection:Rubrics documenting components of effective teachingJournalFeedback from students, peers, board, and/or communityCollection of student work/data over timeAnalysis of classroom observationsAnalysis of district professional growth plansExamination of critical incidentsVeronica Ellingson 2006
24Step II A Description of school and teaching situation MUST include:Description of current grade level and content areaNumber of years taughtWhether the school is an urban, suburban, or rural settingThe ethnic, cultural, special needs, and socioeconomics diversity of the school populationDescription of their building and/or district goalsVeronica Ellingson 2006
25Veronica’s ExampleTeaching Situation: This is my tenth year as a high school teacher in the School District of Hudson. I currently teach physics to 11th and 12th graders.District/School Location: Hudson is located on the border of Wisconsin and Minnesota and is considered a suburb of the Twin Cities (Minneapolis and St. Paul). The Hudson area is a very desirable location to learn, work, and live. These factors contribute to Hudson being one the fastest growing districts in Wisconsin. Our five (six in 2008) elementary schools (K-5), middle school (6-8) and high school (9-12) serve a growing population of more than 5200 students.Student Population: There are 1700 high school students. The student population is 94% White, 2.5 % Asian, 2% Hispanic, 1% Black, ½% American Indian/Alaskan. 13% of the high school population qualifies for special education services. At the high school only 8% of the population qualifies for free/reduced lunch.Veronica Ellingson 2006
26District Goal: Educational excellence will be achieved by: Creating a safe and respectful environmentSetting high expectationsProviding a rigorous and comprehensive curriculumDeveloping quality instructional staffSupporting class sizes that meet the needs of all studentsProviding appropriate facilitiesCommunicating effectively among all parties
27Scott’s ExampleTeaching Situation: I have been an educator for 1 ½ years. Currently I am teaching 1st grade in a SAGE classroom, which has a 15:1 ratio teaching all general education subjects. I have been able to draw on my experiences as a Four Year Old Kindergarten and 3rd Grade classroom teacher that have prepared me for this teaching position. District School Location: Milwaukee is located in southeastern Wisconsin. Milwaukee Public Schools is the largest school district in the state of Wisconsin. Hi-Mount Community School is located on the cities north side in an urban environment. The school is one of the many K-4 – 8th grade schools in the district. Student Population: During the 2006 – 2007 school year had an enrollment of 539 students. The student population is 90.2% Black, 4.6% White, 3.2% Asian, 1.9% Hispanic, 0.2% American Indian % of the school population qualifies for special education services. At High-Mount Community School 90.9% qualify for Subsidized Lunch.
28Step II, A: Student Population Information For data on your school, check out Wisconsin's Information Network for Successful Schools (WINSS) from DPI.Veronica Ellingson 2006
29Step II B: Description of Goal to be Addressed VerifiableRelevant to self-reflectionsAligned with WI Teaching StandardGoal: I will..(research, study, learn, apply, develop, integrate, etc.) so that students will..(learn, apply, create, etc.)Veronica Ellingson 2006
30What to think about… Patterns Areas on interest Compelling student or professional needsEffectiveness of teaching based on student learning resultsVeronica Ellingson 2006
31Think It - Write It - Do It Goal WritingBegins as an idea based on reflectionGains structure and clarity by writing a PDPBecomes achievable when action is planned and taken by completing you PDPThink It - Write It - Do ItVeronica Ellingson 2006
32The GoalWhat do you desire to learn that would be so compelling as to inspire your professional growthANDHave a positive effect on student learning?Veronica Ellingson 2006
33Writing a goalPart 1: “I will (research, study, learn, apply, develop, integrate, etc.) _____________...Part 2: “…. so that students will (learn, apply, create, etc.) ________.”Veronica Ellingson 2006
34Veronica’s ExampleI will develop inquiry based physics labs/activities so that students will increase their engagement, critical thinking skills, problem solving skills to learn science.Veronica Ellingson 2006
35Ashley’s ExampleI will learn how to integrate technology into my classroom so that students will learn and apply technological skills to complete classroom activities and assignments.
36Elementary Examples…Pre-K: I will learn and implement different components of Everyday Math so that my students will increase individual performance in math skills.4 K: I will learn and implement differentiation teaching strategies in to my 4-K classroom, so that students with all learning styles experience successful learning in all subject areas.Kindergarten: I will learn about the different components in balanced literacy so that my students will increase their individual performance in reading and writing skills.First Grade: I will increase my knowledge and skills in both instruction and assessment of the new reading series my school district has adopted so that my first grade students will achieve the first grade benchmarks in reading and writing.
37More Elementary Examples… First Grade: I will research and implement a variety of vocabulary development strategies in my classroom so that students will apply the vocabulary to increase their individual performance in both reading and writing.Reading Specialist: I will learn about and implement balanced literacy components with my struggling readers so that students will gain the skills to read and comprehend at grade level.Reading Specialist: I will research and implement proven reading strategies so that my students use these strategies to become better readers.Elem Music: I will incorporate the Kodaly method into my teaching so that my students will improve in the areas of reading and writing music.
38Secondary Examples…HS English: I will research and implement a variety of assessment strategies so that my students will improve their performance on unit tasks and enhance their learning of the required English literature and composition materials.HS Social Studies: I will learn and develop new techniques in differentiated instruction to meet the needs of students with varying abilities so that all students will be motivated and engaged in the content.HS FACE: I will improve my sewing skills and expand my sewing repertoire so that my students will be able to successfully construct more challenging projects.HS Art: I will learn the digital video editing program Final Cut Pro so that students will be more organized and efficient in their approach to the medium.
39More Secondary Examples: MS Language Arts: I will increase my knowledge in formative and summative assessment so that students will receive informative instruction to best fit their learning needsHS English: I will learn about recent research in brain-based learning and then structure the physical environment of my classroom and design a variety of lesson plans to reflect what I learn so that my students will experience academic success as measured by various student achievement assessments.HS PE & Health: I will learn and integrate new sports and physical activities into my lessons so that students are able to try and learn new activities that will enhance their knowledge about physical fitness.HS Spanish: I will learn how to integrate the current events of Spanish speaking countries into my classroom so that students will be aware of what is happening in the Spanish speaking world and how that world interconnects with theirs.
40Special Ed. Examples…Elem Spec Ed: I will develop collaborative teaching practices within an early childhood general education inclusive setting so that students will become academically and socially included and accepted in the general education setting.Elem EBD: I will implement sensory motor activities in the classroom (regular and special education) so that students will begin to independently self-manage their behavior to enhance their learning and their peer and adult interaction.7-12 Spec Ed: I will implement motivation strategies into my classroom, so that students will be actively engaged in class and therefore complete more quality assignments.HS CDMS: I will learn and apply assessment strategies so that student achievement is consistently documented in order to promote progress toward the students individual IEP goals.HS Spec. Ed: I will research and examine classroom management and motivation techniques so that I may improve my own strategies that meet the specific needs of students with exceptional needs so academic success can be achieved.
41Pupil Service Examples… Elem Counselor: I will increase my knowledge of violence prevention and intervention techniques and apply appropriate programs so that my pupils learn and apply strategies to avoid using violence and bullying.MS Counselor: I will develop and provide classroom career developmental guidance instruction to middle school students so that students will increase their understanding of the relationship between academic and career planning.MS Counselor: I will develop and provide classroom developmental guidance instruction on harassment so that students will increase their social skills in empathy and assertiveness to improve student self-confidence and school climate.HS Counselor: I will design and implement an alternative education programs/options so that nontraditional students will improve their academic success.
42Step II C: Rationale for the Goal Include how you related your self-reflection (Step I) to your goal.Tell how your goal connects to you school situation.Veronica Ellingson 2006
43Step II C: Rationale continued Pick two or more standards that are addressed in your goal.List the number and the standard.Veronica Ellingson 2006
44Veronica’s ExampleRationale based upon Self Reflection: I have been teaching physics for several years with a hands-on learning environment. I know through assessments that students didn’t naturally grasp all information by hands-on experiments. The reason, I believe, is that the experiments where “cook book” style. Students just had to follow directs and plug in information. They did have calculations and follow up questions, but they didn’t get to direct their learning. They also didn’t get to do critical thinking. They didn’t have to solve a situation problem. Inquiry based gets students to ask the challenging questions and the think critically to solve a problem.Rationale based upon Teaching Situation: I am a physics teacher and the best way for students to learn physics is by doing experiment and labs. This gets students actively engaged, but with inquiry based labs they will be doing more critical thinking.Veronica Ellingson 2006
45Veronica’s Example Cont. (GOAL: I will develop inquiry based physics labs/activities so that students will increase their engagement, critical thinking skills, problem solving skills, and self-motivation to learn science.)STANDARDS:4 Methods: variety of instructional strategies(... of critical thinking, problem solving, and performance skills.)5 Classroom management and motivation: individual and group motivation (… active engagement in learning, and self-motivation)6 Communication Technology: verbal and nonverbal communication (… active inquiry, collaboration, and supportive interaction in the classroom.)Veronica Ellingson 2006
46Ashley’s ExampleRationale based upon Self Reflection: I have used technology in many areas of my teaching. Through observations I have noticed that students become more engaged with lessons involving different forms of technology. Students who did not have an interest in a content area being taught took a different view of an activity because it involved technology. In past experiences, many students found it much easier to participate in class discussions that were led by PowerPoint or Internet sites. Also, I have seen students ‘light up' when given the opportunity to use the computer lab more than the weekly scheduled computer time that is set aside.Rationale based upon Teaching Situation: As a fourth grade teacher, I know lessons that engage students promote a better learning environment. Using technology to present lessons and also having the students work hands-on with a variety of technology will create an environment where students are more active and able to use technical skills to complete activities and assignments.
47Ashley’s Example Cont.(GOAL: I will learn how to integrate technology into my classroom so that students will learn and apply technological skills to complete classroom activities and assignments.)STANDARDS:4 Methods: The teacher understands and uses a variety of instructional strategies, including the user of technology to encourage children's development of critical thinking, problem solving, and performance skills.6 Communication Technology: The teacher uses effective verbal and nonverbal communication techniques as well as instructional media and technology to foster active inquiry, collaboration and support interaction in the classroom.
48Skip to Step II EHighly recommend doing Step II E before Step II D because, Step II D is the evidence you did the objectives/activities in Step II E.
49Step II E: Plan to Meet Your Goal Objectives: Break down your goal into at least one objective for professional growth and at least one objective for student learning.Objectives must be observable and verifiableVeronica Ellingson 2006
50Example of making the goal into objectives. HS English Teacher’s Goal: I will research and implement a variety of assessment strategies so that my students will improve their performance on unit tasks and enhance their learning of the required English literature and composition materials.Objective 1: I will increase my knowledge of the various types of assessment strategies and what they entail.Objective 2: I will incorporate more student checklists and checkpoints to increase "assessment for learning," and I will involve my students with the rubric development process to increase "assessment as learning.”Objective 3: Students will enhance their learning of English literature and composition through assessment for learning.
51Example of making the goal into objectives. 2nd Grade Teacher’s Goal: I will learn and apply procedures and techniques of grading to the benchmarks so that students will learn more about the content area, use specific feedback from me to increase their learning, and apply their knowledge in varied assessments.Objective 1: I will increase my understanding of scoring the benchmarks to improve student learning.Objective 2: I will incorporate benchmark scoring into my everyday classroom.Objective 3: Students will learn and apply content more effectively through assessment for learning.
52Activities Align with goal and objectives. Need at least three under each objective.Timeline for activities needs to extend activities through the licensure cycle.Need some collaboration for each objective.
53Examples of Activities Serving as a mentor to new teachersMeeting with accomplished colleagues and record the highlights of your discussionObserve accomplished colleagues and take notesMeeting with educational leaders or accomplished teachers and record the highlights of you discussionCompleting university course or any professional development course/seminar/conferenceTrying a new instructional strategy and document resultsParticipating in a study groupParticipating in professional readings, viewing of videos, and website searches of new content knowledge, resources, and instructions strategiesParticipating in district committeesVeronica Ellingson 2006
54Some of your activities TemplateWith each objective:CollaborationTimelineActivitiesDate CompletedAt least 3 per objective.Prediction of what youneed to do.Some of your activitiesneed to continue to theend of your licensure.List who youwill work with.Veronica Ellingson 2006
55Veronica’s ExampleObjective: I will revise current physics labs so they are inquiry based and not just fill in the blank.Activities Timelines Collaboration Completed1.Attend ASCD Conference April 2005, Science teachers from April 2005,and go to Inquiry Based , from the U.S. andSeminars around the world. 2.Review NSTA articles forinquiry based labs3.Form a professional Science departmentlearning community toshare knowledge about4.Review current physics Hudson physics teacherslabs5.Observe other science Science department teachersVeronica Ellingson 2006
56Veronica’s Example Cont. Objective: I will implement inquiry based physics labs to increase engagement and understanding.Activities Timelines Collaboration Completed1.Implement engaging labs Studentsand document results2.Share results with Science departmentprofessional learningcommunity3.Using feedback to reviserevise inquiry based labs4. Survey students onattitudes of physics/sciencein the beginning of eachsemester and at the end ofeach semester. Veronica Ellingson 2006
57Ashley ExampleObjective: I will learn how to integrate technology into my classroom.Activities Timelines Collaboration1. I will research different Fall peers, media specialist,methods of integrating technology into a classroom.2. Attend graduate classes on 9/07-4/09 course instructor,technology Marian College PLC3. Research different computer School Media Specialistprograms available to students. IHE instructors, school4. Research how to use different media specialist, peerscomputer programs.5. Professional Reading on peers, media specialistTechnology. 6. Use websites to become media special, peers,familiar with different activities online discussion boardsavailable online.
58Ashley Example Cont.Objective: I will implement opportunities for students to learn and apply technological skills to complete classroom activities and assignments.Activities Timelines Collaboration1. Develop lessons that require Websites, peer teachers,the use of technology. media specialist 2. Develop lesson plans that School Media Specialist,teach students specific technical Peers skills and programs.3. Develop lessons that allow School Media Specialist students to use technology tocomplete activities.4. Have a guest come and guest speaker, parents who present on an aspect of (At least once use technology in their worktechnology per school year.)
59Step II D: Plan for assessing and documenting your goal State how you plan to assess the results of you efforts to improve your professional growth – link to professional growth part of the goalState how you plan to assess the effect your efforts have on student learning – link to student learning goalEvidence you accomplished your objectives/activities in II E.Veronica Ellingson 2006
60Examples of EvidenceWhole group or individual assessments as measured by state, local, formal or informal that is linked to goalSamples of student workSurveys from students, staff, board and/or communityChanges in lesson plans over time and effect on student learning and/or adaptations for children with disabilities or other exceptionalitiesJournalsCollege course work credits and/or attendance at professional development classesAction research projectsIn-district work outside the classroomSupervisor or mentor comments on observations of classroom performanceVeronica Ellingson 2006
61Veronica’s Example Plan to assess professional growth: Newly developed physics inquiry labs in place of all of my "cookbook" labs.Understanding by Design units developed so labs meet each units enduring understandings.Plan to assess student growth:Student portfoliosStudent examinationsStudent engagement and conversations during labsVeronica Ellingson 2006
62Ashley’s ExamplePlan to assess professional growth: -college course work credits -college course notes -transcript -samples of collaboration with others -websites usedPlan to assess student growth: -lesson plans that integrate technology -examples of student work that involved using technology -pictures of students using technology
63Step III: Annual review of your plan Completion dates for objectives and activities completed during they yearReflection on professional growthReflection on effect of growth on student learningDescription of any revisions made in goals, objectives, or activitiesVeronica Ellingson 2006
64Step IV: Documentation of Completion of Your PDP Due January 15th of final year of your licensure renewal cycleIncludes:DocumentationAnnual reviewsSigned Goal Approval for Initial EducatorsUse checklist to make sure you included everything!Veronica Ellingson 2006
65Step IV A: Evidence of Professional Growth and Student Learning Documenting your professional growth and its effects on student learningCollect and on-going basisDescribe each piece of evidenceVeronica Ellingson 2006
66Step IV B: Reflection and Summary Reflection is not a descriptionDescription = What?Reflection = So what?How did you grow professionally?What effect did that growth have on student learning?How did you collaborate with others?Discuss the achievement of your goals and any changes you made throughout the cycleVeronica Ellingson 2006
67Where can I write this??? http://dpi.wi.gov/tepdl/pdpintro.html Then click on Download The PDP Writing Form Then follow the instructions on the pink handout, QEI WEBSITE INSTRUCTIONS, to log on.Veronica Ellingson 2006
68Want me to view your PDP and give feedback? Log onto qei.wisconsin.eduGo to My Folder, then My PDP Team, then Add or Edit Team Members, then QEI Member ID # , then click Teacher, then click Add this person.Veronica Ellingson 2006
69More Information DPI Website: http://dpi.state.wi.us/tepdl/pdp.html PI 34 Frequently Asked Questions:Initial Educator Toolkit:Quality Educator Interactive Website:Contact me…orVeronica Ellingson 2006