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How to write a quality Professional Development Plan

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1 How to write a quality Professional Development Plan
Winnebagoland UniServ October 13, 2009 Veronica Ellingson 2006

2 A PDP is NOT a portfolio, a PDP is a plan!
Portfolio : collection of materials that represent a person’s work Contents determined by IHE, NBPTS, WIME Evidence for ALL standards Assessed Plan : Method for achieving an end with a procedure and a goal YOU decide the contents Evidence for 2 or more standards Verified Veronica Ellingson 2006

3 A PDP is NOT assessed, a PDP is verified.
Assess: to examine something in order to judge or evaluate it Your 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. “Is it there or is it not there?” Veronica Ellingson 2006

4 Standards Integrated into License Stages
Portfolio Pre-service Portfolio Master Educator Portfolio Professional Educator PDP Initial Educator PDP Mandatory Shows proficiency in all 10 standards Assessed by IHE Optional Shows mastery in all 10 standards Assessed by DPI 2 or more standards Verified by IE PDP Team 2 or more standards Verified by PE PDP Team *National Board by NBPTS Veronica Ellingson 2006

5 Wisconsin Educator Standards
10 Teacher Standards 7 Administrator Standards 7 Pupil Service Standards Veronica Ellingson 2006

6 Wisconsin Standards Professional Educator Options Initial Educator
Program Exit Student teaching/ Internship Pre-student Teaching Education Foundation Program Entry Veronica Ellingson 2006

7 WI 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

8 Three License Stages Initial Educator Professional Educator
Master Educator Veronica Ellingson 2006

9 Options for Licensure Obtained After 8/31/04
*15-20 year possible timeline shown Veronica Ellingson 2006

10 School 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.

11 Initial Educator License Cycle Guidelines
Year 1: Reflect and work with mentor Year 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

12 PDP 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 Trained Two-thirds majority needed for goal approval Team 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

13 PROFESSIONAL EDUCATOR
Anyone who has an educator license issued before August 31, 2004. OR Initial Educator who was completed PDP Verification. Veronica Ellingson 2006

14 Professional 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

15 MASTER 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

16 Portfolio 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

17 Portfolio Areas Teaching Pupil Services Administration
Adaptive Education Adaptive PE Assistive Technology Speech & Lang Pathology Computer Science Psychology Dance Theater Pupil Services School Counselor School Nurse School Psychologist School Social Worker Administration Veronica Ellingson 2006

18 National Board Certification Requirements
Three years of successful experience in the classroom Must be currently teaching Must have the time and resources to complete Veronica Ellingson 2006

19 National 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

20 Why Master Educator? 10 year renewable license ($250)
Show professionalism Demonstrate mastery Challenge In WI $2500/year for 10 years after passing the National Boards Veronica Ellingson 2006

21 Any other lingering questions on PI-34?
Look up your license https://www2.dpi.wi.gov/lic-tll/home.do Veronica Ellingson 2006

22 Step I and II of the PDP Step I: Self-reflection Step II: Goal
II A Description of school and teaching situation II B Description of Goal to be achieved II C Rationale and link to self reflection II D Plan for assessing and documenting your goal II E Plan to meet your goal Veronica Ellingson 2006

23 Step I: Self -Reflection
Optional! Examples of Reflection: Rubrics documenting components of effective teaching Journal Feedback from students, peers, board, and/or community Collection of student work/data over time Analysis of classroom observations Analysis of district professional growth plans Examination of critical incidents Veronica Ellingson 2006

24 Step II A Description of school and teaching situation
MUST include: Description of current grade level and content area Number of years taught Whether the school is an urban, suburban, or rural setting The ethnic, cultural, special needs, and socioeconomics diversity of the school population Description of their building and/or district goals Veronica Ellingson 2006

25 Veronica’s Example Teaching 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

26 District Goal: Educational excellence will be achieved by:
Creating a safe and respectful environment Setting high expectations Providing a rigorous and comprehensive curriculum Developing quality instructional staff Supporting class sizes that meet the needs of all students Providing appropriate facilities Communicating effectively among all parties

27 Scott’s Example Teaching 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.

28 Step 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

29 Step II B: Description of Goal to be Addressed
Verifiable Relevant to self-reflections Aligned with WI Teaching Standard Goal: I will..(research, study, learn, apply, develop, integrate, etc.) so that students will..(learn, apply, create, etc.) Veronica Ellingson 2006

30 What to think about… Patterns Areas on interest
Compelling student or professional needs Effectiveness of teaching based on student learning results Veronica Ellingson 2006

31 Think It - Write It - Do It
Goal Writing Begins as an idea based on reflection Gains structure and clarity by writing a PDP Becomes achievable when action is planned and taken by completing you PDP Think It - Write It - Do It Veronica Ellingson 2006

32 The Goal What do you desire to learn that would be so compelling as to inspire your professional growth AND Have a positive effect on student learning? Veronica Ellingson 2006

33 Writing a goal Part 1: “I will (research, study, learn, apply, develop, integrate, etc.) _____________... Part 2: “…. so that students will (learn, apply, create, etc.) ________.” Veronica Ellingson 2006

34 Veronica’s Example I 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

35 Ashley’s Example 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.

36 Elementary 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.

37 More 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.

38 Secondary 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.

39 More 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 needs HS 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.

40 Special 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.

41 Pupil 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.

42 Step 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

43 Step II C: Rationale continued
Pick two or more standards that are addressed in your goal. List the number and the standard. Veronica Ellingson 2006

44 Veronica’s Example Rationale 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

45 Veronica’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

46 Ashley’s Example Rationale 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.

47 Ashley’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.

48 Skip to Step II E Highly 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.

49 Step 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 verifiable Veronica Ellingson 2006

50 Example 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.

51 Example 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.

52 Activities 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.

53 Examples of Activities
Serving as a mentor to new teachers Meeting with accomplished colleagues and record the highlights of your discussion Observe accomplished colleagues and take notes Meeting with educational leaders or accomplished teachers and record the highlights of you discussion Completing university course or any professional development course/seminar/conference Trying a new instructional strategy and document results Participating in a study group Participating in professional readings, viewing of videos, and website searches of new content knowledge, resources, and instructions strategies Participating in district committees Veronica Ellingson 2006

54 Some of your activities
Template With each objective: Collaboration Timeline Activities Date Completed At least 3 per objective. Prediction of what you need to do. Some of your activities need to continue to the end of your licensure. List who you will work with. Veronica Ellingson 2006

55 Veronica’s Example Objective: I will revise current physics labs so they are inquiry based and not just fill in the blank. Activities Timelines Collaboration Completed 1.Attend ASCD Conference April 2005, Science teachers from April 2005, and go to Inquiry Based , from the U.S. and Seminars around the world.  2.Review NSTA articles for inquiry based labs 3.Form a professional Science department learning community to share knowledge about 4.Review current physics Hudson physics teachers labs 5.Observe other science Science department  teachers Veronica Ellingson 2006

56 Veronica’s Example Cont.
Objective: I will implement inquiry based physics labs to increase engagement and understanding. Activities Timelines Collaboration Completed 1.Implement engaging labs Students and document results 2.Share results with Science department professional learning community 3.Using feedback to revise revise inquiry based labs 4. Survey students on attitudes of physics/science in the beginning of each semester and at the end of each semester.   Veronica Ellingson 2006

57 Ashley Example Objective: I will learn how to integrate technology into my classroom. Activities Timelines Collaboration 1. 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 PLC 3. Research different computer School Media Specialist programs available to students.   IHE instructors, school 4. Research how to use different media specialist, peers computer programs. 5. Professional Reading on peers, media specialist Technology.   6. Use websites to become media special, peers, familiar with different activities online discussion boards available online.  

58 Ashley Example Cont. Objective: I will implement opportunities for students to learn and apply technological skills to complete classroom activities and assignments. Activities Timelines Collaboration 1. 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 to complete activities. 4. Have a guest come and guest speaker, parents who present on an aspect of (At least once use technology in their work technology per school year.)

59 Step 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 goal State how you plan to assess the effect your efforts have on student learning – link to student learning goal Evidence you accomplished your objectives/activities in II E. Veronica Ellingson 2006

60 Examples of Evidence Whole group or individual assessments as measured by state, local, formal or informal that is linked to goal Samples of student work Surveys from students, staff, board and/or community Changes in lesson plans over time and effect on student learning and/or adaptations for children with disabilities or other exceptionalities Journals College course work credits and/or attendance at professional development classes Action research projects In-district work outside the classroom Supervisor or mentor comments on observations of classroom performance Veronica Ellingson 2006

61 Veronica’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 portfolios Student examinations Student engagement and conversations during labs Veronica Ellingson 2006

62 Ashley’s Example Plan to assess professional growth: -college course work credits -college course notes -transcript -samples of collaboration with others -websites used Plan to assess student growth: -lesson plans that integrate technology -examples of student work that involved using technology -pictures of students using technology

63 Step III: Annual review of your plan
Completion dates for objectives and activities completed during they year Reflection on professional growth Reflection on effect of growth on student learning Description of any revisions made in goals, objectives, or activities Veronica Ellingson 2006

64 Step IV: Documentation of Completion of Your PDP
Due January 15th of final year of your licensure renewal cycle Includes: Documentation Annual reviews Signed Goal Approval for Initial Educators Use checklist to make sure you included everything! Veronica Ellingson 2006

65 Step IV A: Evidence of Professional Growth and Student Learning
Documenting your professional growth and its effects on student learning Collect and on-going basis Describe each piece of evidence Veronica Ellingson 2006

66 Step IV B: Reflection and Summary
Reflection is not a description Description = 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 cycle Veronica Ellingson 2006

67 Where 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

68 Want me to view your PDP and give feedback?
Log onto qei.wisconsin.edu Go 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

69 More 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… or Veronica Ellingson 2006


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