THE PROFESSIONAL DEVELOPMENT PLAN

1. Reflecting, Writing, and Reviewing the PDPPresented by:Linda Helf, ManitowocAnn Cattau, NeenahContact information: lhelf@lsol.netcattauann@yahoo.com THE PROFESSIONAL DEVELOPMENT PLAN Linda Helf and Ann Cattau

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

3. PI 34 Synopsis Wisconsin Quality Educator Initiative: Restructuring Educator Preparation and Licensing. Linda Helf and Ann Cattau

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

5. 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

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

8. 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

9. 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

10. Professional Development Team Composition for the Initial Educator (PDP Initial Educator Toolkit p. 8) 3 members: • A peer • An administrator • A higher education representative Linda Helf and Ann Cattau

11. 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

12. Professional Development Plan Timeline for Initial Educators 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

13. Professional Development Plan Timeline for Initial Educators 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

14. 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

15. 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

16. 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. Linda Helf and Ann Cattau

17. 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

18. Appeals of Decisions Made by the 3-Member Team • PI 34.17 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

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20. 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) Pre-service Portfolio versus PDP Linda Helf and Ann Cattau

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22. 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 Linda Helf and Ann Cattau

23. 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

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

25. What is the PDP? PDP Initial Educator Toolkitp. 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

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27. The PDP Story: 4 PartsInitial 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

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29. 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

30. 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. Linda Helf and Ann Cattau

31. 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

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

33. First thoughts… Linda Helf and Ann Cattau

34. 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

35. 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

36. 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? Linda Helf and Ann Cattau

37. 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 Linda Helf and Ann Cattau

38. 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

39. 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

40. 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

41. 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

42. 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

43. More thinking… Linda Helf and Ann Cattau

44. 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

45. 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

46. Pupil Services Standards • 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

47. Pupil Services Standards • 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

48. What do you think… Linda Helf and Ann Cattau

49. 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

50. 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