Linda Helf and Ann Cattau

Linda Helf and Ann Cattau
THE PROFESSIONAL DEVELOPMENT PLAN Reflecting, Writing, and Reviewing the PDP Presented by: Linda Helf, Manitowoc Ann Cattau, Neenah Contact information: The purpose of this PowerPoint presentation is to give an overview of the Wisconsin PDP planning and how mentors and others may assist the initial educator with developing their plan. This is not meant to teach professional educators how to write a PDP. Linda Helf and Ann Cattau

PART 1: Overview of PI 34 Linda Helf and Ann Cattau

PI 34 Synopsis Wisconsin Quality Educator Initiative:
DPI consultant give this following presentation: slides Wisconsin Quality Educator Initiative: Restructuring Educator Preparation and Licensing. Linda Helf and Ann Cattau

Restructuring Educator Preparation: Guiding Principles
Performance based program approval and licensure Shared vision of what educators should know and be able to do Diversity and equity Improved student learning Career-long educator preparation Collaboration between higher education, P-12, and DPI Community of Learners Linda Helf and Ann Cattau

The Wisconsin Educator Standards
10 Teacher Standards 7 Pupil Service Standards (psychologists, social workers, guidance counselors, and school nurses) 7 Administrator Standards Linda Helf and Ann Cattau

New License Stages (Initial Educator Toolkit, page 4)
Professional Educator Master Educator Linda Helf and Ann Cattau

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

Initial Educator Stage (cont).
Length of license is 5-year non renewable, minimum 3 years. Initial Educator develops a Professional Development Plan (PDP) addressing 2 or more standards. Pre-service portfolio may be used to inform the Initial Educator’s development of the PDP. Initial Educator License may be renewed if the individual has not been employed as an educator for at least 3 yrs. within the 5-year period. Linda Helf and Ann Cattau

Professional Development Team Composition for the Initial Educator (PDP Initial Educator Toolkit p. 8) 3 members: A peer An administrator A higher education representative This team is called the Initial Educator Team. All professional educators will have a Professional Development Team – comprised of 3 peers, who will review and verify their plans. Also see page 1 of the Draft PDP for Wisconsin Educators. Linda Helf and Ann Cattau

Professional Development Plan Timeline for Initial Educators
Year 1: Reflection Goal Approval: Year 2: Initial educator creates and works on goal approval part of PDP (Sections A-E). Year 2: Between June 1 of year one and January 15 of year two, the Initial educator submits their PDP to team members. The PDP team must complete their review within 60 days of receipt of the PDP. Year 2: If a 2/3 majority of the PDP review team does not approve the goal, comments are given and the revised goal must be resubmitted for approval between January 15 and June 1 Year 2: Applicants submit signed PDP Goal Approval forms to DPI Linda Helf and Ann Cattau

On to Completion of the PDP: Years 2-4: The PDP is reviewed annually (annual review) . A reflection summary and any revisions to goals, objectives, and activities must be written each year of the licensure cycle. These annual reviews and reflections are submitted to the PDP team as part of the completed PDP. Years 2-4: If there are substantive revisions to the PDP goal, you must submit the revised goal to the PDP team each year substantial revisions are made for approval. Linda Helf and Ann Cattau

Final steps: Year 5: Submit completed PDP with documentation to the PDP Team by January 15. Year 5: The PDP Team will review and verify the PDP by April 1. Year 5: Clarification of discrepancies between the PDP Team and the candidate will occur by June 1. Year 5: Submit completed application with PDP verification form and appropriate licensure fee to DPI to obtain Professional Educator License by June 1. Linda Helf and Ann Cattau

Professional Educator Stage
5 year renewable Professional Educator License Professional Development Plan (PDP showing growth in 2 or more Wisconsin Educator Standards) PDP Team verifies completion Current educators are grand-parented as professional educators and may renew license using 6 credits or PDP Linda Helf and Ann Cattau

Professional Educator PDP Team and Team Role
Includes: 3 teachers/pupil service personnel/administrators selected by peers Completes DPI, PDP Team training Reviews and verifies completion of the PDP in year 5 of the cycle (by 2/3 majority) Linda Helf and Ann Cattau

Professional Educator License Cycle Guidelines
Year 1: Reflection Years 1-4: Professional educator creates and works on completing their PDP. They may collaborate with peers as they develop, initiate, and complete their PDP. Year 5: Submit completed PDP with documentation to the PDP Team by January 15. Year 5: The PDP Team will review and verify the PDP by April 1. Clarification of discrepancies between the PDP Team and the candidate will occur by June 1. Year 5: Submit completed application with PDP verification form to DPI to obtain another Professional Educator License. Initial educator has 1 year for reflection. Professional educators do not need a year for reflection. Note: Reflection is a critical component of professional growth….and should be part of our continuous practice. Linda Helf and Ann Cattau

Master Educator Stage Voluntary 10 year renewable license available by completing: Wisconsin Master Educator Assessment Process Portfolio assessed documenting mastery of Wisconsin Educator Standards Professional Contributions Improved student learning Assessed by DPI-trained WMEAP team Master’s degree OR National Board for Professional Teaching Standards Certification Linda Helf and Ann Cattau

Appeals of Decisions Made by the 3-Member Team
PI and PI 34.18 Appeals must be made in writing and submitted to the office of the state superintendent within 30 days of notification of nonrenewal of license. The state superintendent may choose to refer appeals to the Professional Standards Council. Linda Helf and Ann Cattau

End of DPI consultant presentation USE THIS SLIDE TO ILLUSTRATE HOW THE PDP IS DIFFERENT FROM THE PORTFOLIO. THE TWO ENDS ARE THE ANCHORS…UNIVERSITIES USE PORTFOLIOS TO ASSESS PROFICIENCY AND MASTERY. THE PDP IS USED TO CONTINUE REFLECTIVE PRACTICE AND STRENGHTENING PERFORMANCE AS WELL AS HAVING AN EFFECT ON STUDENT LEARNING. Linda Helf and Ann Cattau

Pre-service Portfolio versus PDP
IHE initiated Academic process (student) External motivation (Initial license) Addresses all standards Evidence is collected on all standards Evaluated by IHE Job-embedded Self-directed (practitioner) Intrinsic motivation Addresses 2 or more standards 3-5 pieces of evidence Verified (shows you did what you said you did) Trainer notes: Reference slide 28 Explain the comparison of portfolio versus PDP and reference to the previous slide that shows where evaluation is used and where it is not used. This is NOT an evaluation process…it is meant to provide a continuous learning opportunity for professional growth that links to student learning. Emphasis must be placed on the professional learner, not on the document alone. Job-embedded learning requires mistakes, relearning, unlearning, and a conscious effort to see what effect performance has on student learning. DON’T TAKE TOO MUCH TIME ON THIS…YOU MAY SELECT ONE QUESTION ONLY…OR NONE AT ALL. Ask participants if they experienced a shift from university learning and job-embedded learning. What were the differences? Ask participants if there is a difference between the roles and responsibilities of a practitioner versus a student attending the university. Ask participants what is the difference between intrinsic motivation and external motivation? (example of educators saying they “need” a 2 credit course and want it cheap and easy so they can move up the salary scale AND get their license renewed.) Ask participants if they are used to using external standards to gauge their performance through reflection, action, and data collection? Ask if participants to refer to the Backwards Map they drew in the beginning. Can they locate evidence of their growth and the effects on those they serve that VERIFIES learning? Would they expect others to evaluate that? Why/not? Linda Helf and Ann Cattau

Move from credit and course certification to performance. Didactic and discourse vs. reflective and performance. Theory & pedagogy into experience so that you can see results and calibrate performance on the results you want. If you keep doing what you always do, you will get the results you always get. Linda Helf and Ann Cattau

PDP Focus Professional desire to learn Linked to student learning Create an area of focus Map the activities to achieve purpose Determine support of others Collect data along the way Verify learning The critical difference in this license renewal process are listed above. Desire to learn: what is the learner curious, interested, or compelled to learn? Use intrinsic motivation as the catalyst and their passion for learning as the disposition. Link to student learning: including this link makes it clear that there is a relationship between professional growth and student learning. The focus is on the students…what does the educator need to know and be able to do so that students will learn? The focus is self-directed based on the learner’s interest and on the Wisconsin Educator Standard PDP initiates the map of the 3-5 year cycle of learning Support for educators comes from the community where they are working, hopefully…if educators write their PDPs with shared interests and desire to learn, the support will emerge authentically. Data comes from application of the learning to see what happens Verification means you can substantiate what has happened and summarize what you learned and its impact on students. Linda Helf and Ann Cattau

School District Requirements for supporting the Initial Educator
Provide collaboratively developed, ongoing orientation to Initial Educator Provide support seminars reflecting the standards Provide a qualified, trained mentor to the initial educator (“Qualified” means holding an appropriate license) Provide an administrator on the Initial Educator PDP team Linda Helf and Ann Cattau

Part 2: What is the PDP? Intro to the PDP Educator Toolkit
Linda Helf and Ann Cattau

What is the PDP? PDP Initial Educator Toolkit p. 1-3
Based on Wisconsin Educator standards, p. 2-3 in Initial Educator Toolkit Links growth to effect on student learning Outlines continuous growth for educators Collaborative Data driven Self-assessed & verified through documents Linda Helf and Ann Cattau

Many teachers face all of these responsibilities with a perspective as a MISSION IMPOSSIBLE. But we are all agents --- agents of change. With all of the converging evidence from research on reading, we now know that it s not an impossible mission to teach all children to learn to read and to learn to read WELL. Linda Helf and Ann Cattau

The PDP Story: 4 Parts Initial Educator Toolkit, p. 11-18
Part I: Reflection What’s happening and why? Part II: Writing the PDP What do you desire to do? Part III: Annual Review What happened? Part IV: Completion (End of story) Summarize using evidence of change. Linda Helf and Ann Cattau

Reflection (Explanation and Examples in Initial Educator Toolkit, pages 11-12) Remember: Reflection is personal. Reflection does not need to be shared. Reflection forms the foundation of your goal and work with your PDP. Linda Helf and Ann Cattau

Step I Before Writing the Plan: Self-Reflection Process
Self-reflection is a critical component of professional growth that involves an analysis of feedback about professional performance and its relationship to student learning data. Examples of Self-Reflection Processes: Reflection journal logs Student, peer, and parent feedback Collection of student data overtime Analysis from classroom observations Examination of critical incidents Rubrics describing components of good teaching based on WI Educator Standards As you self reflect, look for: Patterns of performance Areas of interest and compelling need Self evaluate nature of effectiveness with students and designated results (district, school, classroom, personal / professional) Effectiveness of teaching based on student learning results See page 4 of the Draft PDP for Wisconsin Educators and forms in the Appendix section. Review the sample plan – from the Professional Educator Work Team. Linda Helf and Ann Cattau

Reflection – individual, pair, share
Self-reflection is a critical component of professional growth that involves an analysis of feedback about professional performance and its relationship to student learning data. What could you use that is “feedback about professional performance?” What could you use that is evidence of your performance “in relation to student learning data”? Linda Helf and Ann Cattau

Reflecting… Fold a paper in eight sections: Linda Helf and Ann Cattau

First thoughts… What do you have that is evidence of “feedback about your professional performance”? What do you have that is evidence of student learning (types of student learning data)? Linda Helf and Ann Cattau

“That depends a good deal on where you want to get to,” said the Cat.
Goals = Direction “Would you tell me please, which way I ought to go from here?” asked Alice. “That depends a good deal on where you want to get to,” said the Cat. Alice’s Adventures in Wonderland, 1865 Linda Helf and Ann Cattau

First, as a mental picture.
A goal is created 3 times. First, as a mental picture. Second, when written down to add clarity and dimension. And third, when you take action towards its achievement. --Gary Ryan Blair Linda Helf and Ann Cattau

Creating Your Vision What do you desire to learn that would be so compelling to inspire your growth professionally AND Have a positive effect on student learning? Read the slide and ask participants what are the driving words to writing a goal. Discuss the emotional dispositions for learning that are prerequisites for intrinsic motivation, action, and perseverance. Desire to learn Compel Inspire Positive Impact What makes this prompt different from others? Linda Helf and Ann Cattau

The Wisconsin Educator Standards (p. 2-3 of the Initial Educator Toolkit) Are used to develop a collective agreement of what is expected professionally Assist in developing a dialogue among educators Will validate what educators know and are able to do Are used for analysis and reflection of performance . See page 4 of the Draft PDP for Wisconsin Educators. And forms in the Appendix section. Review the sample plan – from the Professional Educator Work Team. Linda Helf and Ann Cattau

Teacher Standards 1. The teacher understands the central concepts, tools of inquiry, and structures of the disciplines he or she teaches and can create learning experiences that make these aspects of subject matter meaningful for pupils. (content) 2. The teacher understands how children with broad ranges of ability learn and provides instruction that supports their intellectual, social, and personal development. (child development) Linda Helf and Ann Cattau

Teacher Standards 3. The teacher understands how students differ in their approaches to learning and the barriers that impede learning and can adapt instruction to meet the diverse needs of pupils, including those with disabilities and exceptionalities. (differentiation) 4. The teacher understands and uses a variety of instructional strategies, including the use of technology to encourage children’s development of critical thinking, problem solving, and performance skills. (best practice instruction) Linda Helf and Ann Cattau

Teacher Standards The teacher uses an understanding of individual and group motivation and behavior to create a learning environment that encourages positive social interaction, active engagement in learning, and self-motivation. (creating a learning climate) 6. The teacher uses effective verbal and nonverbal communication techniques as well as instructional media and technology to foster active inquiry, collaboration, and supportive interaction in the classroom. (technology) Linda Helf and Ann Cattau

Teacher Standards The teacher organizes and plans systematic instruction based upon knowledge of subject matter, pupils, the community, and curriculum goals. (systematic planning of instruction) 8. The teacher understands and uses formal and informal assessment strategies to evaluate and ensure the continuous intellectual, social, and physical development of the pupil. (assessment) Linda Helf and Ann Cattau

Teacher Standards The teacher is a reflective practitioner who continually evaluates the effect of his or her choices and actions on pupils, parent, professionals in the learning community, and others and who actively seeks out opportunities to grow professionally. (reflection) The teacher fosters relationships with school colleagues, parents, and agencies in the larger community to support pupil learning and well being and who acts with integrity, fairness, and in an ethical manner. (beyond the classroom) Linda Helf and Ann Cattau

More thinking… Find the one teacher standard that you think is the most important. Linda Helf and Ann Cattau

Think, Pair, Share Pick the one teacher standard that you think is most important. When asked to, get into a group of two or three and discuss your selection. Give a rationale for your selection. As a group, discuss why there are differences in your choices. What can we learn about the PDP process from this exercise? Linda Helf and Ann Cattau

Pupil Services Standards
The pupil services professional understands the teacher standards. The pupil services professional understands the complexities of learning and knowledge of comprehensive, coordinated practice strategies that support student learning, health, safety, and development. The pupil services professional has the ability to use research, research methods, and knowledge about issues and trends to improve practices in schools and classrooms. Linda Helf and Ann Cattau

The pupil services professional understands and represents professional ethics and social behaviors appropriate for school and community. The pupil services professional understands the organization, development, management and content of collaborative and mutually supportive pupil services programs within educational settings. Linda Helf and Ann Cattau

The pupil services professional is able to address comprehensively the wide range of social, emotional, behavioral, and physical issues and circumstances which may limit pupils’ abilities to achieve positive learning outcomes through development, implementation, and evaluation of system-wide interventions and strategies. The pupil services professional interacts successfully with pupils, parents, professional educators, employers, and community support systems such as juvenile justice, public health, human services, and adult education. Linda Helf and Ann Cattau

What do you think… What do you notice about the Pupil Service Standards? Linda Helf and Ann Cattau

Observations…. Reread the pupil services standards. What do you notice about these standards? Write two observations on your reflection sheet. When asked, share your reflections with the group. Linda Helf and Ann Cattau

Administrator Standards
The administrator has an understanding of and demonstrates competence in the teacher standards. The administrator leads by facilitating the development, articulation, implementation, and stewardship of a vision of learning that is shared by the school community. The administrator manages by advocating, nurturing, and sustaining a school culture and instructional program conducive to pupil learning and staff professional growth. Linda Helf and Ann Cattau

The administrator ensures management of the organization, operations, finances, and resources for a safe, efficient, and effective learning environment. The administrator models collaborating with families and community members, responding to diverse community interests and needs, and mobilizing community resources. Linda Helf and Ann Cattau

The administrator acts with integrity, fairness, and in an ethical manner. 7. The administrator understands, responds to, and interacts with the larger political, social, economic, legal, and cultural context that affects schooling. Linda Helf and Ann Cattau

Think about this…. Which administrative standard is the most important? Linda Helf and Ann Cattau

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

Part 3: Writing the PDP 2 Links to Choose to Download PDP: Linda Helf and Ann Cattau

Prerequisite for Goal Approval
Meaningful Manageable Verifiable Can it bring the creative tension to stimulate the kind of energy needed to produce action that leads to professional growth & link to student learning? Linda Helf and Ann Cattau

Begin Writing (Initial Educator Toolkit – Sample form, pages Sample completed form – pages 33-40) Begin to fill in Section II A – D (p ) A. Description of School/Teaching (given by the district) B. Description of Goal (I will…so that…) C. Rationale for the Goal (3 parts) D. Plan for Assessing & Documenting Linda Helf and Ann Cattau

A. Description of School & Teaching Situation (5 parts) (Example on pages of Initial Educator Toolkit) Describe your current teaching/pupil service or administrative situation Include the number of years in the current situation Describe the location of your school Describe the population demographics Include district/building goals Linda Helf and Ann Cattau

B. Description of the Goal (2 parts) (Examples on page 13 of the Initial Educator Toolkit) State what you will learn and apply to impact your growth (what will you do that you haven’t done before?)… Describe the effect of that growth on student learning. Linda Helf and Ann Cattau

Writing a Goal Part 1: “ I will ________... Part 2: …so that______________ Writing a goal requires the author to first articulate what s/he will learn (knowledge, skills, and dispositions) and how this will apply so that a desired result happens with student learning. Using the volunteer’s descriptions, can the group write a goal that includes Part 1 and Part 2? Ask participants if they can create a goal statement from the interview demonstration. Linda Helf and Ann Cattau

C. Rationale for the Goal (3 parts)
Based on self-reflection and linked to 1. Current Situation (How does the goal link to this situation?) 2. Write the Wisconsin Education Standards that apply to your goal (use wording from standards) Linda Helf and Ann Cattau

D. Plan for Assessing the Goal (2 parts) (Example on page 14 of the Initial Educator Toolkit) 1. List methods to assess your growth (think of what you will create that didn’t exist before) 2. List methods to assess the effect of the growth on student learning (formal, informal assessments, socio-emotional, behavioral, academic, etc.) Linda Helf and Ann Cattau

Reflection What professional learning opportunities have you had so far in your career? Linda Helf and Ann Cattau

Verifiable: Must have documentation
Definition of verifiable: To prove to be true or accurate; substantiate, confirm. To test or ascertain the accuracy or truth of. Linda Helf and Ann Cattau

Sample Statement #1 I will apply adaptive resources to students with challenging learning problems and act as a resource to my staff, so that students with learning challenges can improve their behavioral and academic performances. Evidence of professional change Staff responses to annual survey on resources Staff development evaluations & follow up I create to assist teachers with challenging learners Evidence of student learning Student behavior plans Student assessments Chart duration of positive change Linda Helf and Ann Cattau

Sample Statement #2 I will research and develop independent developmental, learning activities into my language arts curriculum so that my students will be self motivated and actively engaged. Evidence of professional change Change in lesson plan design in language arts over time Analysis & sharing of learning activities that highly engaged students Evidence of student learning Linda Helf and Ann Cattau

Part 4: Details on Implementing your PDP Objectives Activities Timelines in the Cycle Collaboration Linda Helf and Ann Cattau

Objectives & Activities
List the objectives and activities that would lead to: Growing professionally And Applying the growth to student learning. Activities describe the steps or experiences that will lead you to the goal. They answer the question: “How will I get there?” Activities in themselves are not enough. How you apply them to your situation and what effects they have will ultimately lead to your goal. For example, just taking a graduate course is not enough. What you learned, and how you apply that learning to your professional experience is the first part. What effects it had on yourself and student learning is the second part. Notice how the skill and art of reflection are embedded in this practice as you determine each activity and the effect it will have on your performance. Linda Helf and Ann Cattau

Objectives (see samples)
1. Objectives are observable and verifiable. 2. Objectives tell how you will reach your goal. 3. Objective describe How your goal promotes professional growth How your professional growth will have an effect on student learning Linda Helf and Ann Cattau

Hint: Think of three objectives
Objective 1 : address the professional learning you stated in your goal – what will you observe, research, learn? Objective 2: address the student learning you stated in your goal – what will you create, institute, implement? Objective 3: address assessment – how will you show improved student learning Linda Helf and Ann Cattau

Cycle, Timelines, Collaboration
Include Objectives & Activities that extend throughout the licensure cycle (sample activities on pages of the Initial Educator Toolkit) 3-5 years for Initial Educator 5 years for Professional Educator Include estimated timelines for activities (start with the year -- you can add complete dates later) Include collaborators Linda Helf and Ann Cattau

Reflection What time commitments do you have in your life that would make it more difficult to manage the time for a PDP? Linda Helf and Ann Cattau

And again.. Who do you collaborate with on a regular basis? Linda Helf and Ann Cattau

Get ready to volunteer! If you volunteer – You will express your thoughts about the outline of your PDP You will get input and support from the group You will get to keep the sample we create. Linda Helf and Ann Cattau

And, now the goal… Using the template from our volunteer, write a goal for the PDP we laid out. I will ___________ so that _________________. Linda Helf and Ann Cattau

A goal for you…. Thinking about where you are now, think of a goal statement for yourself. I will __________________ so that ____________. Linda Helf and Ann Cattau

Checklist for Writing a PDP (Initial Educator Toolkit, page 19)
Hints: Have someone else proofread your plan before you submit it. Remember that your team may not know you so be clear on all the writing you do. This is the proof that you have plans to grow professionally and impact student learning – does it show that? Linda Helf and Ann Cattau

Individual Review of Checklist
Review each section of your PDP using the criteria in the checklist Mark the box either “yes” or “no” as you review each criteria Note any discrepancies between the PDP checklist and your PDP document Linda Helf and Ann Cattau

Part 5 Goal Approval Finding a team: DPI website QEI website District resources You need: A peer (not your mentor) An administrator (not your supervisor) A university representative Linda Helf and Ann Cattau

Part 6 After goal approval – years 3-5
Annual review of the PDP (page 16 of the Initial Educator Toolkit) Includes a reflection summary of progress made in meeting goals of plan Revisions to the goal, objectives, or activities are noted in the annual review Linda Helf and Ann Cattau

Annual Review The annual review includes: Completion date for objectives and activities completed during the year Reflection of professional growth Reflection of the impact of your professional growth on student learning Description of any substantial revisions made to the objectives and activities Linda Helf and Ann Cattau

Documentation of the Completed PDP (pages of the Initial Educator Toolkit, including suggestions for types of documentation) Required documentation A copy of your signed Goal Approval Summary Form The appropriate number of annual reviews Three to five pieces of evidence that document professional growth and/or the effect of the professional growth on student learning Reflection summaries Linda Helf and Ann Cattau

Documentation Key questions to keep in mind: What data or artifacts are you going to collect and why? 2. What artifacts demonstrate professional change and the impact on your students? Linda Helf and Ann Cattau

Planning Your Artifacts
List critical changes and evidence to support them Professional changes Student results List artifacts that verify your professional changes List artifacts that will verify student learning results? Linda Helf and Ann Cattau

Preparing Evidence Step 1: Divide your evidence into two categories: (REMEMBER – you need some of both!). 1. Professional Growth 2. Student Learning Step 2: Label each piece of evidence by number and category Examples: Evidence #1: Professional Growth: Curriculum Guide Evidence #2: Professional Growth: Summary of Mentor Observations Evidence #3: Student Learning: Student Work Pre & Post Evidence #4: BOTH Professional Growth & Student Learning: Result of Student Surveys Pre & Post Linda Helf and Ann Cattau

PDP Section IVB: Summary & Reflection
Use the following sub-headers for Section IVB Describe in detail professional changes Reference professional standards Describe in detail the effects on student learning Describe in detail the benefit of collaboration Reference completion dates Linda Helf and Ann Cattau

Articulating What You Learned
Reference Knowledge gained New skills performed Dispositions (values, attitudes, beliefs) either new, heightened, or depleted due to this process Aspirations you discovered Behaviors Linda Helf and Ann Cattau

Articulating Student Learning Results
Reference Student changes over time Evidence submitted Formal and informal data Tell a story using a case study Linda Helf and Ann Cattau

Your PDP Team at Verification
Contact 3 PDP Team Members Initial Educators: IHE, Administrator, Peer Professional Educators: 3 Peers from your category PDP Verification Teams must have the following: Copy of Goal Approval Form (Initial Educators Only!) Copy of Verification Checklist Copy of Verification Approval Form Copy of your completed PDP Copies of your evidence (3-5 pieces) Linda Helf and Ann Cattau

What’s Next??? What did you discover that you desire to learn more about which would inspire your growth AND Continue to have a positive effect on Student learning? Linda Helf and Ann Cattau

Big Hint Start collecting your documentation as soon as you know your goal. It is easier to weed out the items that you don’t want than to find items that you do want. Linda Helf and Ann Cattau

Part 7: Resources & Websites
Linda Helf and Ann Cattau

Tools & Websites DPI QEI Linda Helf and Ann Cattau

NEW DPI WEBSITE FOR REVIEWERS
Resources for PDP Team Members Refresher Materials Initial Educator Goal Approval Plan Verification PI 34 Synopsis Forms PDP Goal Approval Signature Form - fillable PDP Verification Signature Form - fillable PDP Goal Approval Component Review for Initial Educators PDP Component Review Form for Plan Verification PDP Verification Checklist with Indicators Linda Helf and Ann Cattau

Professional Development Plan: Educator Toolkit
Teaches you step-by-step Gives you sample PDPs Includes the team checklist Includes guidelines Includes timelines Includes Wisconsin Educator Standards Linda Helf and Ann Cattau

Quality Educator Interactive (QEI)
Available to all WEAC members Available to all UW Students Available to all Administrators Available at minimal cost to everyone Includes all PDP Team members Includes professional development opportunities for creating, editing and sharing professional development plans. Linda Helf and Ann Cattau

The Aspen story is one of interconnectedness. An Aspen forest is formed by one tree. Aspens promulgate by their root system, not by seeds. Therefore, all the forest has been grown from one tree. Aspens communicate through their root system. They survive through that communication. If one area of the forest is lacking the nutrients to thrive and grow, they send messages through the roots to other parts of the forest about their survival. The trees that are thriving send nutrients through the root system to keep that forest alive. Because, if one part of the forest dies, all dies. And that kind of interdependence is at the root of PI 34. Let’s see if we can keep the forest of professionals standing tall and provide the support they need to nourish their learning, thrive on their passion for education, and bring about the strength in students to learn, be successful, and keep standing tall. Linda Helf and Ann Cattau

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