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1 How to write a quality Professional Development Plan Winnebagoland UniServ October 13, 2009.

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

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

3 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. 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?”

4 4 Standards Integrated into License Stages Pre-service Portfolio Initial Educator PDP Professional Educator PDP Master Educator Portfolio 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

5 5 Wisconsin Educator Standards Each standard has three parts Knowledge/ContentPerformance/SkillsDispositions 10 Teacher Standards 7 Administrator Standards 7 Pupil Service Standards

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

7 7 WI Educator Standards Activity Carefully read over all Wisconsin Educator Standards for Administrators, Teachers, and Pupil Services. 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. Pick the two most important standards to you as a teacher/ administrator/ pupil service. Write down your criteria for picking two? Write down your criteria for picking two?

8 8 Three License Stages Initial Educator Initial Educator Professional Educator Professional Educator Master Educator Master Educator

9 9 Options for Licensure Obtained After 8/31/04 Initial Educator 5 year non- renewable PDP Professional Educator 5 year renewable PDP Professional Educator PDP Professional Educator Masters Degree AND Master Portfolio Master Educator National Boards Master Educator National Boards Master Educator 10 year renewable *15-20 year possible timeline shown

10 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 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 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; 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. Designate an administrator who may serve, subject to school board approval, on the initial educator’s Professional Development Plan (PDP) team.

11 11 Initial Educator License Cycle Guidelines Year 1: Reflect and work with mentor Year 1: Reflect and work with mentor Year 2: Submit plan with checklist by January 1 st to PDP Team for goal approval (verified) Year 2: Submit plan with checklist by January 1 st 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 1 st of that year.] 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 1 st of that year.] Year 5: Submit completed PDP with 3-5 pieces of evidence to the PDP Team by January 15 th. The PDP Team has until April 1 st to verify the PDP. If there are clarification issues or discrepancies the IE has until June 1 st 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. Year 5: Submit completed PDP with 3-5 pieces of evidence to the PDP Team by January 15 th. The PDP Team has until April 1 st to verify the PDP. If there are clarification issues or discrepancies the IE has until June 1 st 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.

12 12 PDP Team for Initial Educator Members of the Initial Educator Team: an educator (not the mentor), an administrator, and a higher education representative. 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 All members have to be DPI PDP Team Trained Two-thirds majority needed for goal approval 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. Team members may change from year two to year five so keep your documentation that a PDP Team verified your goals and objectives.

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

14 14 Professional Educator License Cycle and Team License Cycle:  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. Three licensed classroom educators (whom have completed the WI DPI PDP Training) selected by their peers. Two-thirds majority needed for verification. Two-thirds majority needed for verification.

15 15 MASTER EDUCATOR There are two ways to become a master educator: 1. Successfully complete National Board Certification. 2. Submit a portfolio (only developed for categories not cover by NBPTS) to show mastery in all WI Educator Standards.

16 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 successfully complete one cycle at the professional educator stage, Educator must complete a related masters degree. Educator must complete a related masters degree.

17 17 Portfolio Areas Teaching Teaching Adaptive Education Adaptive PE Assistive Technology Speech & Lang Pathology Computer Science PsychologyDanceTheater Pupil Services Pupil Services School Counselor School Nurse School Psychologist School Social Worker  Administration

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

19 19 National Board Certification Requirements Areas of Certification (age): 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+)

20 20 Why Master Educator? 1 10 year renewable license ($250) S Show professionalism D Demonstrate mastery C Challenge I In WI $2500/year for 10 years after passing the National Boards

21 21 PI-34 Any other lingering questions on PI-34? Any other lingering questions on PI-34?http://dpi.state.wi.us/tepdl/fqlpi34.html Look up your license Look up your licensehttps://www2.dpi.wi.gov/lic-tll/home.do

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

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

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

25 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 11 th and 12 th graders. Teaching Situation: This is my tenth year as a high school teacher in the School District of Hudson. I currently teach physics to 11 th and 12 th 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. 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. 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.

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

27 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. 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 28 Step II, A: Student Population Information For data on your school, check out Wisconsin's Information Network for Successful Schools (WINSS) from DPI. For data on your school, check out Wisconsin's Information Network for Successful Schools (WINSS) from DPI. Wisconsin's Information Network for Successful Schools (WINSS) Wisconsin's Information Network for Successful Schools (WINSS) lschool.asp lschool.asp

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

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

31 31 Goal Writing Begins as an idea based on reflection Begins as an idea based on reflection Gains structure and clarity by writing a PDP Gains structure and clarity by writing a PDP Becomes achievable when action is planned and taken by completing you PDP Becomes achievable when action is planned and taken by completing you PDP

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

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

34 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. I will develop inquiry based physics labs/activities so that students will increase their engagement, critical thinking skills, problem solving skills to learn science.

35 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. 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 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. 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. 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. 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. 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 37 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. 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 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. 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. 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. More Elementary Examples…

38 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 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 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 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. 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 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 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 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 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. 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 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 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. 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 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 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 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. 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 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. 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 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. 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. HS Counselor: I will design and implement an alternative education programs/options so that nontraditional students will improve their academic success.

42 42 Step II C: Rationale for the Goal Include how you related your self- reflection (Step I) to your goal. Include how you related your self- reflection (Step I) to your goal. Tell how your goal connects to you school situation. Tell how your goal connects to you school situation.

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

44 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 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. 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.

45 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 4 Methods: variety of instructional strategies (... of critical thinking, problem solving, and performance skills.) (... of critical thinking, problem solving, and performance skills.) 5 Classroom management and motivation: individual and group motivation (… active engagement in learning, and self-motivation) 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.) 6 Communication Technology: verbal and nonverbal communication (… active inquiry, collaboration, and supportive interaction in the classroom.)

46 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 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.) (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. 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. 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 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. 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 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: 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 Objectives must be observable and verifiable

50 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. 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 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 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. Objective 3: Students will enhance their learning of English literature and composition through assessment for learning.

51 51 2 nd 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. 2 nd 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 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 2: I will incorporate benchmark scoring into my everyday classroom. Objective 3: Students will learn and apply content more effectively through assessment for learning. Objective 3: Students will learn and apply content more effectively through assessment for learning. Example of making the goal into objectives.

52 52 Activities Align with goal and objectives. Align with goal and objectives. Need at least three under each objective. Need at least three under each objective. Timeline for activities needs to extend activities through the licensure cycle. Timeline for activities needs to extend activities through the licensure cycle. Need some collaboration for each objective. Need some collaboration for each objective.

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

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

55 55 Veronica’s Example Objective: I will revise current physics labs so they are inquiry based and not just fill in the blank. 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 2006,2007 from the U.S. and 2006 and go to Inquiry Based 2006,2007 from the U.S. and 2006 Seminars. around the world. Seminars. around the world. 2.Review NSTA articles for inquiry based labs 3.Form a professional Science department learning community to share knowledge about inquiry based labs 4.Review current physics Hudson physics teachers labs 5.Observe other science Science department 5.Observe other science Science department teachers

56 56 Veronica’s Example Cont. Objective: I will implement inquiry based physics labs to increase engagement and understanding. 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 in the beginning of each semester and at the end of each semester. each semester.

57 57 Ashley Example Objective: I will learn how to integrate technology into my classroom. ActivitiesTimelinesCollaboration 1. I will research different Fall 2008 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 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. Technology. 6. Use websites to become media special, peers, familiar with different activities online discussion boards available online. available online.

58 58 Ashley Example Cont. Objective: I will implement opportunities for students to learn and apply technological skills to complete classroom activities and assignments. ActivitiesTimelinesCollaboration 1. Develop lessons that require Websites, peer teachers, the use of technology. media specialist the use of technology. media specialist 2. Develop lesson plans that School Media Specialist, teach students specific technicalPeers teach students specific technicalPeers skills and programs. 3. Develop lessons that allow School Media Specialist 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 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 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 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. Evidence you accomplished your objectives/activities in II E.

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

61 61 Veronica’s Example Plan to assess professional growth: Newly developed physics inquiry labs in place of all of my "cookbook" labs. 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. Understanding by Design units developed so labs meet each units enduring understandings. Plan to assess student growth: Student portfolios Student portfolios Student examinations Student examinations Student engagement and conversations during labs Student engagement and conversations during labs

62 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 63 Step III: Annual review of your plan Completion dates for objectives and activities completed during they year Completion dates for objectives and activities completed during they year Reflection on professional growth Reflection on professional growth Reflection on effect of growth on student learning Reflection on effect of growth on student learning Description of any revisions made in goals, objectives, or activities Description of any revisions made in goals, objectives, or activities

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

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

66 66 Step IV B: Reflection and Summary Reflection is not a description Reflection is not a description Description = What? Description = What? Reflection = So what? Reflection = So what? How did you grow professionally? How did you grow professionally? What effect did that growth have on student learning? What effect did that growth have on student learning? How did you collaborate with others? How did you collaborate with others? Discuss the achievement of your goals and any changes you made throughout the cycle Discuss the achievement of your goals and any changes you made throughout the cycle

67 67 Where can I write this??? Then click on Download The PDP Writing Form Then click on Download The PDP Writing Form Download The PDP Writing FormDownload The PDP Writing Form Then follow the instructions on the pink handout, QEI WEBSITE INSTRUCTIONS, to log on. Then follow the instructions on the pink handout, QEI WEBSITE INSTRUCTIONS, to log on.

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

69 69 More Information DPI Website: DPI Website: PI 34 Frequently Asked Questions: PI 34 Frequently Asked Questions:  Initial Educator Toolkit: olkit.pdf Quality Educator Interactive Website: Quality Educator Interactive Website: Contact me…


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