1. Documenting Completion of your PDP
Focus on Evidence to Show Professional Growth and Student Learning
December 2 and 10, 2014

2. Elements of PDP as Journey
Where am I now? (self-reflection)
Where would I like to go? (goal statement)
Why do I want to go there? (rationale)
How will I get there? (objectives & activities)
How will I know I have arrived? (artifacts)

3. Review of Goal for Professional Growth and Student Learning
Step II B. Statement of Goal to be Addressed
It is recommended that you use this stem: I will… [research, study, learn, apply, and DO etc.] So that… [describe what you want to see happening differently with student learning].

4. Review of Step III: Annual Review
Your should have one annual review for three year plan; two reviews for four year plan, and three review for five year plan.
PDP Cycle – 2 = number of annual reviews.
Why this number? First year is reflection and last year is summary and reflection.

5. Requirements of Annual Reviews
Reflect and write about progress toward completing your goal during your PDP cycle.
Talk about any changes made to the PDP and/or educational situation.
Do these independently and submit to PDP team when you submit PDP for verification.
Each annual review includes two parts – a reflection section and a revision section (if needed)

6. Annual Review Content Talk about the following:
Reflections on Professional growth
Reflections on Student learning
Reflections on Collaboration
Revisions to Step II A, C, D, or E
Fill in completion dates for objectives and activities completed during each year.

7. Annual Review Exercise
Read through the sample annual reviews and use the PDP reviewer questions to determine if you would verify completion of the annual reviews.
Highlight or underline sample text for each of the reviewer questions.

8. PDP and Educator Effectiveness (50% of Teacher Effectiveness Model
Student Outcomes
Teaching Practice

9. What is an SLO?
SLO = Student Learning Objective (for teachers) and School Learning Objective (for principals)
Is required for all teachers and principals under the new state system in 2014

10. How Does Educator Effectiveness and a PDP Intersect?
Educator Effectiveness Plan
EEP
Professional Practice Goal
PPG
(your professional growth)
“I will”
PDP
Student Learning Objective
SLO
(impact on student learning
“So that”

11. How Can you Work on Both?
Align your PDP goal as best as you can to the new PPG and SLO that is currently required.
For example, if your district/building is working on literacy, how can you incorporate literacy in your PDP and SLO?

12. How can you be Intentional?
For your next PDP, think about your broad PDP goal as incorporating your PPG and SLOs over time.
Each yearly PPG and SLO can be an objective of your overall broad PDP goal.
Collect artifacts for your PPG and SLO on a yearly basis and you then have artifacts for your PDP over time.

13. Review of What it Means to Grow Professionally
You grow professionally when you
Acquire new knowledge/skills,
Apply new knowledge/skills,
Change your professional practice,
Enhance reflective practices,
Improve student learning, and
Contribute to the learning community
Emphasize that professional growth encompasses all the above mentioned topics. It can be change of practice, improved student learning but also enhanced reflection. 13

14. Review of Student Learning
The effect on student learning can be seen when
Students are acting the way you want
Students are creating something that they couldn’t do before
Students are performing better than they were
Students are actively engaged in learning
Students are scoring better on formal and informal assessments

15. Review of Step II D. Methods of Assessment
Plan for Assessing and Documenting the Goal
Record the anticipated methods you will use to assess your professional growth and the effect on student learning.
Think about how you assess professional growth and student learning as part of your everyday teaching.

16. Part II D. Methods to Assess Professional Growth and Student Learning
Part II D and Part II B should be congruent
Think of processes and products
Ask yourself how will I know that I have grown professionally? What will I submit to my team at the end of my cycle that shows I have grown professionally (change professional practice, acquired new knowledge/skills over the course of my PDP?)
How will I know that my professional growth had an effect on student learning? What will I submit to my team at the end of my cycle that shows students have learned (performing better on assessments, acting differently) over the course of my PDP?)

17. II D. Plan to Assess Professional Growth Samples of Anticipated Methods to Assess Professional Growth
Anecdotal records over time
Assessment changes
Awards showing growth
Professional evaluations focused on growth areas that are systematically administered
Behavior plans created & adjusted over time
Curriculum changes over time
Instructional changes over time
Lesson plan changes and reflections over time
Multimedia projects created
Website designs or other implementations of technology
Parent surveys/conference methods over time
Presentation outlines of new area of expertise and evaluations from audience
Student projects that have changed over time because of your growth

18. II D. Plan to Assess Student Learning Samples of Anticipated Methods to Assess Student Learning
Student project/work samples (over time or pre/post intervention) 
Student portfolios of work that shows growth over time
Work/Reading logs
Anecdotal records/Case Studies (with student work) over a period of time 
Grade sheets/evaluation reports over time
Multimedia  (videos of student performances, student website designs, etc.)
Student-led parent conferences with student work demonstrated
Parent survey results on behavioral/academic changes observed at home overtime
Performance assessments 
Classroom assessments (over time) 
Student survey results (over time)
Standardized test scores over time

19. Artifact Interview Activity
Pick a partner and interview him/her about collecting artifacts for professional growth and student learning. (10 minutes)
Reverse roles and have partner interview you about collecting artifacts. (10 minutes)

20. Examples of Questionable Artifacts
Copy of membership card to professional organization (Professional Growth)
A scanned copy of teaching article(Professional Growth)
A piece of white paper with three student reflection questions dated January 26 and three more questions dated January 27, No student answers, just three questions (Student Learning)
One student project sample from January 2013 when plan is submitted in January 2013 (Student Learning)
Copy of survey that was distributed with no answers or results (Student Learning)
Certificate of participation at music conference (Professional Growth)

21. Questionable Artifact Resubmitted
Membership card to professional organization can be submitted along with outline of presentation given at conference, details of your growth as a result of your activities in organization, or letters from other members detailing your involvement with organization and how you have changed your professional practice.
Membership card alone doesn’t show growth

22. Questionable Artifact Resubmitted
A scanned teaching article can be resubmitted along with examples of lessons created as a result of what you read, reflections of how article in periodical influenced the way you teach science, or including an annotated bibliography of readings you have done and what you have learned from the readings and implemented in your professional practice. Examples of what you implemented from your readings would be acceptable.
A copy of article alone doesn’t show growth

23. Questionable Artifact Resubmitted
A piece of white paper with reflection questions can be resubmitted with evidence of student responses to the questions over a period of time in addition to an analysis of what student responses to the questions are showing you about their learning. Chart/graph can illustrate themes as well.
A piece of white paper with student reflection questions and no responses alone doesn’t show student learning.

24. Questionable Artifact Resubmitted
One student project sample dated the same month that you are submitting PDP can be resubmitted along with several student project samples over time. You should include an explanation/reflection/analysis of what the projects are showing over the last few years as far as what students are doing differently.
One student project sample dated the same month that you submit PDP doesn’t show student learning over time.

25. Questionable Artifact Resubmitted
A copy of a survey that you sent can be resubmitted with a graph or chart of the results, examples of comments from the survey and an analysis of the results. Survey should be systematically administered over a period of time and analyzed to determine what is being revealed.
A blank survey does not show student learning. The results and what you did with the results may!

26. Questionable Artifact Resubmitted
A certificate of participation can be resubmitted along with lesson plans or newly created curriculum or projects that you made as a result of attending the music conference. Attending a conference shows nothing more than attendance at an event. The certificate indicates you attended something not necessarily that you changed your professional practice.
A certificate of participation does not show that you learned or grew as a professional!

27. Collecting and Organizing Artifacts for Evidence
For every activity you participate in, you may want to link that activity with a specific potential artifact. (Example: you attend workshop and your notes along with newly created and implemented lessons plans with explanation may be evidence)
You may want to collect an artifact for each objective that you complete in your PDP.
You may want to create learning activities where students produce actual artifacts. (Example: 4K classroom and as part of routine, you video social skills of children)

28. The Key to Step II. D.
Artifact + Description = Evidence

29. Summary
You should incorporate the collection of artifacts of your professional growth and student learning into your current job. You actually collect artifacts all of the time!! You just need to be intentional.
Collect artifacts over the period of your licensure cycle so that you can demonstrate growth and not just a snapshot in time.
Collect more artifacts than you need to submit so that you can select the artifacts that best shows your growth and student learning.

30. Mapping Exercise
Look at your PDP activities and list what you could collect from activities as potential artifacts.
On reserve side of Artifact Map, take one artifact that you listed and write a description of it and explanation of why it would verify professional growth or student learning or both.
Using component checklist, have table partner read over your description and determine if artifact + description would verify PG or SL.