1
Professional Development Electronic Plan for: Administrator • • • • • • • • • •
PI 34.32 Principal PI 34.32 School District Administrator PI 34.32 Director of Instruction PI 34.32 Director of Special Education and Pupil Services PI 34.32 School Business Administrator PI 34.32 Program Coordinator PI 34.32 Reading Specialist PI 34.32 Instructional Library Media Supervisor PI 34.32 Instructional Technology Coordinator PI 34.32 One Year Licenses for School Administration
15
PI34 Professional Development Electronic Plan for Wisconsin Administrator Fall 2004 Table of Contents Table of Contents………………………………………………………………………………….1 PI 34 Wisconsin License Standards……………………………………………………………….2 A Plan to Promote Excellence…………………………………………………………………….4 Guidelines for Professional Development……………………………………………………...…5 Professional Development Outline………………………………………………………………..6 Review and Verification of the Plan………………………………………………………………8 Self Reflection Administrator……………………………………………..……………………....9 Beginning the Electronic Professional Development Plan……………………………….…...…39 Step I Self Reflection Verification……………………………………………………….………50 Step II Writing the Plan………………………………………………………………………….51 Step III Annual Review of the PDP…………………………………………………….………..73 Step IV Successful Completion of the PDP………………………………………………..…….90 Appendix A: License Renewal Plan Format………………………………………………..…..101 Appendix B: Review Checklist…………………………………………………………………102
16
PI 34
Wisconsin License Standards
17
WISCONSIN TEACHER STANDARDS Wisconsin Teacher Standards: 1.
The teacher understands the central concepts, tools of inquiry, and structures of the disciplines she or he teaches and can create learning experiences that make these aspects of subject matter meaningful for pupils. 2. The teacher understands how children with broad ranges of ability learn and provides instruction that supports their intellectual, social, and personal development. 3. The teacher understands how pupils 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. 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. 5. 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. 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. 7. The teacher organizes and plans systematic instruction based upon knowledge of subject matter, pupils, the community, and curriculum goals. 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. 9. The teacher is a reflective practitioner who continually evaluates the effects of his or her choices and actions on pupils, parents, professionals in the learning community and others and who actively seeks out opportunities to grow professionally. 10. The teacher fosters relationships with school colleagues, parents and agencies in the larger community to support pupil learning and well being and acts with integrity, fairness and in an ethical manner.
WISCONSIN PUPIL SERVICES STANDARDS Wisconsin Pupil Services Standards: 1. 2. 3. 4. 5. 6. 7.
The pupil services professional understands the teacher standards under s. Pl 34.02. The pupil services professional understands the complexities of learning and knowledge of comprehensive, coordinated practice strategies that support pupil 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 practice in schools and classrooms. 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. 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.
WISCONSIN ADMINISTRATOR STANDARDS Wisconsin Administrator Standards: 1. 2. 3. 4. 5. 6. 7.
The administrator has an understanding of and demonstrates competence in the teacher standards under s. Pl 34.02. 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 development. 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. The administrator acts with integrity, fairness and in an ethical manner. The administrator understands, responds to and interacts with the larger political, social, economic, legal and cultural context that affects schooling.
18
THE PROFESSIONAL DEVELOPMENT PLAN (PDP) FOR WISCONSIN EDUCATORS A Plan to Promote Excellence Licensure is a guarantee by the State of Wisconsin that the licensee is able to carry out the demands of the education profession. Multiple levels of licensure and renewal of a license exist to assure the public that its professionals will maintain a commitment to the thoughtful acquisition of knowledge in their individual area(s) of endorsement as well as the application of best educational practices in their area(s) of expertise. The standards for licensure as outlined in PI 34 provide the framework for professional development. It is up to the individual licensee to develop a Professional Development Plan (PDP) that will ensure that Wisconsin educators are broadly informed, highly committed, and disposed to actions that will keep Wisconsin schools places of willing and engaged learning for all students and will result in enhanced student learning. Professional Development Team (PDT) makeup and renewal cycle will differ for various professional license renewals: Licensure Stages Initial Educator
Renewal Cycle Minimum of three years and maximum of five years
PDT Composition Initial Educator Team for teachers and pupil services professionals: 3 members • 1 Peer • 1 Administrator • 1 Institute Higher Education (IHE) Representative Initial Educator Team for administrators: 3 members • 2 Administrators • 1 IHE Representative
Professional Educator
Five Years
Professional Development Team selected by peers Depending on licensure sought: • 3 Teachers • 3 Pupil Services Professionals • 3 Administrators
Master Educator
Ten Years
Minimum of three peer educators (Assessors) trained by DPI, nominated by professional organizations, and appointed by the state superintendent
19
GUIDELINES FOR THE PROFESSIONAL DEVELOPMENT PLAN
PRINCIPLES FOR CREATING A PROFESSIONAL DEVELOPMENT PLAN
This process allows you the opportunity to direct your own professional growth by developing a professional development plan related to the Wisconsin Educator Standards. You determine your own goals that demonstrate growth and improve student learning. The following principles provide the foundation for developing professional development plans. The Professional Development Plan (PDP):
Is a means to work with others to further the educator’s vision and goals and improve student learning. Addresses the needs of the individual educator by enhancing his/her knowledge and skills and thus the quality of student learning. Addresses two or more of the standards as outlined in PI 34. Embodies both non-traditional and traditional experiences. May include district and/or building initiatives.
PURPOSE OF THE PLAN
The Professional Development Plan (PDP) serves as a contract for renewal of your license between you, a Professional Development Team (PDT), and the state superintendent. This plan must demonstrate your increased proficiency and professional development based on: 1) How you plan to increase your proficiency and professional development based on the Wisconsin Educator Standards (attached), and 2) How you plan to improve student learning.
LICENSURE CYCLE
The PDP is part of a cycle of professional growth. A timeline needs to be established that provides for meaningful professional development that leads to improved student learning. In the initial educator cycle, the plan may be completed in three years, but must be completed within five years. In the professional educator cycle, the license renewal period is five years. In the master educator cycle, the renewal period is ten years. In a licensure cycle…
The first year is for self-reflection, selection of a goal(s), and formulation of the plan. The plan must be submitted to a Professional Development Team (PDT) for their review, assistance, or guidance no later than October 1st of your second year. For years two, three, and four, complete the annual review form and include a reflection summary with any revisions to your goals, objectives, and activities. Reviews must be submitted to PDT no later than April 1st. During the final year, no earlier than July 1 and no later than January 15, the plan must be submitted to the Professional Development Team for verification of renewal of licensure.
20
Professional Development Outline PRESENT LICENSURE STAGE: Initial Professional LICENSURE STAGE SOUGHT: Professional Master PROFESSIONAL LICENSURE CATEGORY: Teacher Administrator
Master
Pupil Services
_____________________________________________________________________ Step I: Before you Write the Plan: SELF REFLECTION Step II: Writing the Plan: COMPONENTS A. Description of School and Leadership Situation: B. Description of the Goal/Standards to be Addressed: the following must be written for each goal C. Rationale for the Goal: 1. Self reflection 2. School/leadership situation 3. Teacher development for student learning 4. Licensure standards to be Addressed D. Plan for Assessment/Documentation of Achieving the Goal Through: 1. Professional growth 2. Student learning E. Plan to Meet the Goal: Objectives, Activities &Timelines, & Collaboration 1. Yearly Objectives 2. Description of Activities and Timelines 3. Collaboration
Objective: Activities
Timelines
Collaboration
Date Completed
Date Plan Submitted to the Professional Development Team (for initial educators only): __________________ Date Plan verified/not verified by the Professional Development Team:______________
Step III:
Annual Review (to be completed in years two, three, and four of the
licensure cycle) A. Reflection B. Revision
Step IV:
Successful Completion of the PDP (to be completed at the conclusion of the
licensure cycle) A. Summary and Reflection Statement B. Documentation of Successful Completion of the Plan Date Plan Submitted to the Professional Development Team: _________________ Date Plan verified/not verified by the Professional Development Team: ____________
21
REVIEW AND VERIFICATION OF THE PLAN
DOCUMENTATION OF ANNUAL REVIEW
It is the responsibility of the educator to complete and submit their annual review form of the plan for all years of the cycle except the first and last year. This review should be submitted to the Professional Development Team for review any time by April 1.
VERIFICATION OF SUCCESSFUL COMPLETION OF THE PLAN
The plan and appropriate documentation must be submitted to a Professional Development Team by January 15 of the final year of your licensure renewal cycle. Prior to the submission of your plan, you should complete the Review Checklist to ensure all required components have been addressed. It is the educator’s responsibility to initiate the verification process. The review team must notify the renewal applicant no later than June 1 of verification status of the plan. (See Appendix A-Review Checklist.)
SUBMISSION SEQUENCE OF THE PROFESSIONAL DEVELOPMENT PLAN FOR LICENSE RENEWAL 1: Plan Development The Professional Development Plan is based on a self-reflection process using Wisconsin Educator Standards and in collaboration with colleagues (see Review Checklist, Appendix B-Part 1). The plan must be submitted to Professional Development Team no later than October 1 of year two of your licensure cycle (see License Renewal Plan Format, Appendix A). 2: Review by Professional Development Team This team will utilize Review Checklist, Part 1 and complete the review by December 1. The applicant is responsible for initiating a review with their Professional Development Team as a part of this process. 3: Documentation of Annual Review It is the responsibility of the applicant to review the plan annually and document progress all years of the cycle except the first and last year (see Form for Documentation of Annual Review for Licensure Cycle, Appendix C). Annual submission of plan revision must be made to the Professional Development Team (PDT) no later than April 1 (see Review Checklist, Appendix B-Part 2). 4: Verification of Successful Completion of Professional Development Plan It is the responsibility of the applicant to submit a completed Professional Development Plan with documentation any time after July 1 and no later than January 15 in your final year. The Professional Development Team and the applicant will utilize the Review Checklist, Parts 1, 2, and 3 (see complete Review Checklist, Appendix B) for review by April 1. If necessary, clarification of discrepancies between the Professional Development Team and the applicant will occur by June 1. 5: DPI Notification The Professional Development Team submits recommendation to DPI for license renewal. Applicant must be apprised no later than June 1 of the Professional Development Team recommendation.
22
Self Reflection Administrators
23
PROCESS FOR CREATING YOUR PROFESSIONAL DEVELOPMENT PLAN
Step I:
Before You Write the Plan: SELF-REFLECTION
Self Reflection: Your self reflection is a dynamic active process that involves the analysis of feedback about your professional performance and its relationship to your students' learning data. Quality professional development plans are dependent on ongoing and thoughtful reflection of your professional practice. The intent is to improve, expand, and strengthen your teaching repertoire, based on your strengths and self-identified needs. Your self-reflection constitutes the foundation of your plan and needs to address the knowledge, dispositions, and performances of the Wisconsin Educator Standards.
Examples of self reflection processes you may want to use: • • • • • •
Rubrics describing components of effective teaching based on Wisconsin Educator Standards Reflection journal logs or Self-Reflection Self- Inventory Student, peer, and parent feedback Collection of student data/work over time Analysis of results from classroom observations Examination of critical incidents
As you are self-reflecting, you can look for: • • • •
patterns of performance areas of interest compelling student or professional needs effectiveness of teaching based on student learning results
As goals are formulated, you are encouraged to discuss the results of your self-reflection with others. You may opt to attach your self-reflection to your PDP, but it is not required.
Entering the Electronic Professional Development Plan Process (ePDP): Once you have completed Step 1, Self-Reflection, you may log on to the electronic plan. The first few screens will
ask you for specific information to help you gain access, verify the type of license you are seeking, and show you the main menu screen for future navigation. Once the basic information is collected, you will be presented with a verification of your self-reflection. Please refer to the next page for the Administrator Reflection Tool. Once completed, go to the next section for entrance to the ePDP.
24
Administrator Self Inventory: Reflection PI34 In order to reflect upon your performance according to the Wisconsin Administrator standards, the following self-inventory has been designed. It is organized to demonstrate the interrelationship among the seven Wisconsin Administrator Standards and the complexity of administrative performances so as to provide descriptive levels that add quality to assessing one’s professional growth. The assessment is adapted from the work of the Council of Chief (Improving professional practice: A framework for teaching, ASCD, 1996).
Preparing Educational Leaders to Improve Student Learning Wisconsin Standards for Administrator Development and Licensure To receive a license in a school administrator category in Wisconsin, an applicant shall complete an approved program in school administration and demonstrate proficient performance in the knowledge, skills and dispositions under all of the following standards:
1. The administrator has an understanding of and demonstrates competence in the 10 teacher standards. 2. The administrator leads by facilitating the development, articulation, implementation, and stewardship of a vision of learning that is shared by the school community. 3. The administrator manages by advocating, nurturing and sustaining a school culture and instructional program conducive to pupil learning and staff professional growth. 4. The administrator ensures management of the organization, operations, finances, and resources for a safe, efficient, and effective learning environment. 5. The administrator models collaborating with families and community members, responding to diverse community interests and needs, and mobilizing community resources. 6. 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.
25
Administrator Self Inventory: Reflection PI34 Introduction: According to PI 34, Professional administrators are re-licensed through the completion of a professional development plan. This is accomplished on a 3-5 year basis. During the first year an administrator is expected to spend time reflecting on their practice, collaborate with trusted colleagues and advisors, determine which of the administrator standards they need to focus on and create objectives to enhance their professional growth. Once the self reflection is complete the administrator should use the results to inform the direction of their professional growth for the license cycle. The Professional Development Plan (PDP), as developed by the administrator and approved by his/her professional development team, requires self-reflection by the administrators regarding his/her progress toward the Plan's completion. Following is a sample of a document that could provide that self reflection. Please take some time and find a quiet place to complete the self reflection. Each standard has a section for notes. Notes can be made after you’ve rated yourself on each of the statements under the standard. Notes can include your personal thoughts and/or reflections that come to mind after rating your performance on each of the statements. As you review your self-reflection in preparation for completing the professional development plan, it might be helpful to establish collaborative relationships with trusted peers or members of higher education leadership preparation programs. The benefits of establishing and maintaining these types of collaborative relationships will become clear as you work through the process of professional relicensure. Instructions: 1. This self assessment tool is designed to provide a personal profile of school leadership assets based on the Wisconsin Administrator Standards for School Leaders. The inventory consists of 106 statements that describe administrative performances related to the Standards for School Leaders. After the series of statements for each standard there is a total. When you have completed the entire self reflection, go back and add your totals for each of the seven standards. Each standard includes the number of statements in that section. Add the total in each section. Complete this activity for each standard. Review all seven sections and you should begin to get a picture of higher and lower scores. The higher scores indicate areas of perceived strength and the lower scores indicate areas of perceived need. The lower scores would indicate standards that need your increased attention and thus could be part of your professional development plan. Circle only one number per question. Use the space provided as “notes” to describe your personal reflections. Respond to every statement. Add scores for each standard and total at the end of the survey. 2. Transfer this information to the Self Reflection: Administrator Summary indicating your areas of strength and areas of growth. Star the areas that you intend to use for your professional growth plan. These are your priority areas for growth 3. Create a reflection plan using Professional Growth Reflections: Administrator form. Provide a rationale that describes concrete examples of your self inventory. Using this self-inventory, proceed to the electronic professional growth plan.
26
Standard 1. The administrator has an understanding of and demonstrates competence in the teacher standards under s. PI 34.02.
In my work as an administrator, I actively support teachers in a variety of ways to:
•
•
• •
•
•
•
Never Engage students in generating knowledge and 1 testing hypotheses according to the methods of inquiry and standards of evidence used in the discipline. Assess individual and group performance in order 1 to design instruction that meets learners’ current needs in each domain (cognitive, social, emotional, moral, and physical) and that leads to the next level of student development. Create a learning community in which individual 1 differences are respected. Use multiple teaching and learning strategies to 1 engage students in active learning opportunities that promote the development of critical thinking, problem solving, and performance capabilities and that help students assume responsibility for identifying and using learning resources. Create a smoothly functioning learning community 1 in which students assume responsibility for themselves and one another, participate in decision making, work collaboratively and independently, and engage in purposeful learning activities. Ask questions and stimulate discussion in different ways for particular purposes, for example; probing 1 for learning understanding, helping students articulate their ideas and thinking processes, promoting problem-solving, facilitating factual recall, encouraging convergent and divergent thinking, stimulating curiosity, helping students to question. Select and create learning experiences that are 1 appropriate for curriculum goals, relevant to learners, and based upon principles of effective instruction (e.g. that activate students’ prior knowledge, anticipate preconceptions, encourage exploration and problem-solving, and build new skills on those previously acquired).
Sometimes
Often
Consistently
2
3
4
2
3
4
2
3
4
2
3
4
2
3
4
2
3
4
2
3
4
27
•
•
• •
Appropriately use a variety of formal and informal assessment techniques (e.g. observation, portfolio of student work, teacher-made tests, performance tasks, projects, student self-assessment, and standardized tests) to enhance her or his knowledge of learners, evaluate students’ progress and performances, and modify teaching and learning strategies. Articulate and defend a philosophy of education that guides his/her practice and contributes to the stated philosophy of the school building/district. Establish respective and productive relations with parents and guardians from diverse home and community situations, and seek to develop cooperative partnerships in support of student learning and wellbeing.
Score for Standard 1 ___________ out of 40
Notes:
1
2
3
4
1
2
3
4
1
2
3
4
28
Standard 2. A school administrator is an educational leader who promotes the success of all students by facilitating the development, articulation, implementation, and stewardship of a vision of learning that is shared and supported by the school community.
As an administrator to what extent do you CURRENTLY FACILITATE PROCESSES AND ENGAGE IN ACTIVITIES ensuring the following Performance indicators?
•
•
• • •
• • • •
• •
• •
•
Never The vision and mission of the school are effectively 1 communicated to staff, parents, students, and community members The vision and mission are communicated through the use of symbols, ceremonies, stories, and similar 1 activities The core beliefs of the school vision are modeled 1 for all stakeholders The vision is developed with and among 1 stakeholders The contributions of school community members to 1 the realization of the vision are recognized and celebrated Progress toward the vision and mission is 1 communicated to all stakeholders The school community is involved in school 1 improvement efforts The vision shapes the educational programs, plans, 1 and actions An implementation plan is developed in which objectives and strategies to achieve the vision and 1 goals are clearly articulated Assessment data related to student learning are 1 used to develop the school vision and goals Relevant demographic data pertaining to students and their families are used in developing the school 1 mission and goals Barriers to achieving the vision are identified, 1 clarified, and addressed Needed resources are sought and obtained to support the implementation of the school mission 1 and goals Existing resources are used in support of the school
Sometimes
Often
Consistently
2
3
4
2
3
4
2
3
4
2
3
4
2
3
4
2
3
4
2
3
4
2
3
4
2
3
4
2
3
4
2
3
4
2
3
4
2
3
4
29
•
vision and goals The vision, mission, and implementation plans are regularly monitored, evaluated, and revised
Score for Standard 2 ________ out of 60
Notes:
1
2
3
4
1
2
3
4
30
Standard 3. A school administrator is an educational leader who promotes the success of all students by advocating, nurturing, and sustaining a school culture and instructional program conducive to student learning and staff professional growth.
As an administrator to what extent do you CURRENTLY FACILITATE PROCESSES AND ENGAGE IN ACTIVITIES ensuring the following Performance indicators? Never • •
• • • • • • •
• • • •
•
• •
All individuals are treated with fairness, dignity, and respect Professional development promotes a focus on student learning consistent with the school vision and goals Students and staff feel valued and important The responsibilities and contributions of each individual are acknowledged Barriers to student learning are identified, clarified, and addressed Diversity is considered in developing learning experiences Life-long learning is encouraged and modeled There is a culture of high expectations for self, student, and staff performance Technologies are used in teaching and learning
Student and staff accomplishments are recognized and celebrated Multiple opportunities to learn are available to all students The school is organized and aligned for success Curricular, co-curricular, and extracurricular programs are designed, implemented, evaluated, and refined Curriculum decisions are based on research, expertise of teachers, and the recommendations of learned societies The school culture and climate are assessed on a regular basis A variety of sources of information is used to make decisions
Sometimes
Often
Consistently
1
2
3
4
1
2
3
4
1
2
3
4
1
2
3
4
1
2
3
4
1
2
3
4
1
2
3
4
1
2
3
4
1
2
3
4
1
2
3
4
1
2
3
4
1
2
3
4
1
2
3
4
1
2
3
4
1
2
3
4
1
2
3
4
31
• • • •
Student learning is assessed using a variety of techniques Multiple sources of information regarding performance are used by staff and students A variety of supervisory and evaluation models is employed Pupil personnel programs are developed to meet the needs of students and their families
Score for Standard 3 ________ out of 80.
Notes:
1
2
3
4
1
2
3
4
1
2
3
4
1
2
3
4
32
Standard 4. A school administrator is an educational leader who promotes the success of all students by ensuring management of the organization, operations, and resources for a safe, efficient, and effective learning environment.
As an administrator to what extent do you CURRRENTLY FACILITATE PROCESSES AND ENGAGE IN ACTIVITIES ensuring the following Performance indicators? Never •
• • • •
• • •
Knowledge of learning, teaching, and student development is used to inform management decisions Operational procedures are designed and managed to maximize opportunities for successful learning Emerging trends are recognized, studied, and applied as appropriate Operational plans and procedures to achieve the vision and goals of the school are in place Collective bargaining and other contractual agreements related to the school are effectively managed The school plant, equipment, and support systems operate safely, efficiently, and effectively Time is managed to maximize attainment of organizational goals Potential problems and opportunities are identified
•
Problems are confronted and resolved in a timely manner
•
Financial, human, and material resources are aligned to the goals of the school The school acts entrepeneurally to support improvement Organizational systems are regularly monitored and modified as needed Stakeholders are involved in decisions affecting the school
• • •
• • •
Responsibility is shared to maximize ownership and accountability Effective problem-framing and problem-solving skills are used Effective conflict resolution skills re used
Sometimes
Often
Consistently
1
2
3
4
1
2
3
4
1
2
3
4
1
2
3
4
1
2
3
4
1
2
3
4
1
2
3
4
1
2
3
4
1
2
3
4
1
2
3
4
1
2
3
4
1
2
3
4
1
2
3
4
1
2
3
4
1
2
3
4
1
2
3
4
33
● Effective group-process and consensus-building skills are used • Effective communication skills are used • • • • •
There is effective use of technology to manage school operations Fiscal resources of the school are managed responsibly, efficiently, and effectively A safe, clean, and aesthetically pleasing school environment is created and maintained Human resource of functions support the attainment of school goals Confidentiality and privacy of school records are maintained
Score for Standard 4 _______ out of 92
Notes:
1
2
3
4
1
2
3
4
1
2
3
4
1
2
3
4
1
2
3
4
1
2
3
4
1
2
3
4
34
Standard 5. A school administrator is an educational leader who promotes the success of all students by collaborating with families and community members, responding to diverse community interests and needs, and mobilizing community resources.
As an administrator to what extent do you CURRENTLY FACILITATE PROCESSES AND ENGAGE IN ACTIVITIES ensuring the following Performance indicators?
•
High visibility, active involvement, and communication with the larger community is a priority Relationships with community leaders are identified and nurtured Information about family and community concerns, expectations, and needs is used regularly There is outreach to different business, religious, political, and service agencies and organizations Credence is given to individuals and groups whose values and opinions may conflict The school and community serve one another as resources Available community resources are secured to help the school solve problems and achieve goals Partnerships are established with area businesses, institutions of higher education, and community groups to strengthen programs and support school goals Community youth family services are integrated with school programs Community stakeholders are treated equitably
•
Diversity is recognized and valued
•
Effective media relations are developed and maintained A comprehensive program of community relations is established Public resources and funds are used appropriately and wisely Community collaboration is modeled for staff
•
• • • • • • •
•
• • • •
Opportunities for staff to develop collaborative skills are provided
Never
Sometimes
Often
Consistently
1
2
3
4
1
2
3
4
1
2
3
4
1
2
3
4
1
2
3
4
1
2
3
4
1
2
3
4
1
2
3
4
1
2
3
4
1
2
3
4
1
2
3
4
1
2
3
4
1
2
3
4
1
2
3
4
1
2
3
4
1
2
3
4
35
Score for Standard 5 ________ out of 64
Notes:
36
Standard 6. A school administrator is an educational leader who promotes the success of all students by acting with integrity, fairness, and in an ethical manner.
As an administrator to what extent do you CURRENTLY FACILITATE PROCESSES AND ENGAGE IN ACTIVITIES ensuring the following Performance indicators?
•
Examine personal and professional values
•
•
Demonstrate a personal and professional code of ethics Demonstrate values, beliefs, and attitudes that inspire others to higher levels of performance Serve as a role model
•
Accept responsibility for school operation
•
•
Consider the impact of one's administrative practices on others Use the influence of the office to enhance the educational program rather than for personal gain Treat people fairly, equitably, and with dignity and respect Protect the rights and confidentiality of students and staff Demonstrate appreciation for an sensitivity to the diversity in the school community Recognize and respects the legitimate authority of others Examine and considers the prevailing values of the diverse school community Expect that others in the school community will demonstrate integrity and exercise ethical behavior Open the school to public scrutiny
•
Fulfill legal and contractual obligations
• • • • • • • •
•
Apply laws and procedures fairly, wisely, and considerately
Score for Standard 6 ________ out of 64.
Never
Sometimes
Often
Consistently
1
2
3
4
1
2
3
4
1
2
3
4
1
2
3
4
1
2
3
4
1
2
3
4
1
2
3
4
1
2
3
4
1
2
3
4
1
2
3
4
1
2
3
4
1
2
3
4
1
2
3
4
1
2
3
4
1
2
3
4
1
2
3
4
37
Notes Standard 7. A school administrator is an educational leader who promotes the success of all students by understanding, responding to, and influencing the larger political, social, economic, legal, and cultural context.
As an administrator to what extent do you CURRENTLY FACILITATE PROCESSES AND ENGAGE IN ACTIVITIES ensuring the following Performance indicators? Never • •
• •
• •
The environment in which schools operate is influenced on behalf of students and their families Communication occurs within the school community on trends, issues, and potential changes in the environment in which schools operate There is ongoing dialogue with representatives of diverse community groups The school community works within the framework of policies, laws, and regulations enacted by local, state, and federal authorities Public policy is shaped to provide quality education for students Lines of communication are developed with decision makers outside the school community
Score for Standard 7 ________ out of 24
Notes:
Sometimes
Often
Consistently
1
2
3
4
1
2
3
4
1
2
3
4
1
2
3
4
1
2
3
4
1
2
3
4
38
Self Reflection Score: Standard 1: The administrator has an understanding of and demonstrates competence in the 10 teacher standards. ____________
Standard 2: The administrator leads by facilitating the development, articulation, implementation, and stewardship of a vision of learning that is shared by the school community. ____________
Standard 3: The administrator manages by advocating, nurturing and sustaining a school culture and instructional program conducive to pupil learning and staff professional growth. ____________ Standard 4: The administrator ensures management of the organization, operations, finances, and resources for a safe, efficient, and effective learning environment. ____________
Standard 5: The administrator models collaborating with families and community members, responding to diverse community interests and needs, and mobilizing community resources. ____________ Standard 6: The administrator acts with integrity, fairness, and in an ethical manner. ____________ Standard 7: The administrator understands, responds to, and interacts with the larger political, social, economic, legal, and cultural contest that affects schooling. ____________ Next Steps: 1. Please transfer this information to the Self Reflection: Administrator Summary indicating your areas of strength and areas of growth. 2. Create a reflection plan using Professional Growth Reflections: Administrator form. 3. Using this self-inventory, proceed to the electronic professional growth plan.
39
Beginning the Electronic Professional Development Plan For Wisconsin Educators
40
Beginning the Electronic Professional Development Plan Find the following DWW. Madison webpage at MMSD’s main page under Professional Development/PI34 and take the link to work on your ePDP.
This screen will appear and select OK to continue, unless you need additional information.
41
Returning ePDP Users If you are a first time user, please follow the directions below. If you are a returning user, please go to the next page.
First Time New User – Creating a New PDP Account: 1. Select the district you are working within. 2. Employee Key: Enter your Novell ID’s Number, such as 701001 without the letter “B”. This is the only time you will ever enter the Employee Key. It is used behind the scenes to link to your MMSD Employee data. 3. Email Address: Enter your Internet Email Address, including @madison.k12.wi.us
4. Create a Name for your PDP Account. Use something you will remember Create a “nickname” for your Account, such as your First Initial and Last Name (maximum of 10 characters). This is the User ID you will use to access your PDP information. 5. Enter the password you want to use. For security purposes, do not use your Novell ID’s password. Instead create a unique password that you can easily remember.
6. You will receive a New Account Confirmation email to confirm your User ID and Password, such as the following. If you ever forget your password, the PDP System will send a reminder to your email account.
42
Thank you for creating a PDP Employee Account. Your UserID is: B701001 Your Password is: tester123
Returning PDP Users: 1. Here is the starting screen for the electronic PDP. Enter your User ID that you created for yourself and your password. If you have forgotten your login information, use the line at the bottom of the screen to request an email reminder. For security purposes, please do not use your Novell ID’s password.
43
2. Optionally, you may go directly to the UW ePDP website, which is located at: https://careers.education.wisc.edu/pdp/ 3. Select Educators.
44
Main Menu: 1. This is the Employee Main Menu. Your name and User ID will be listed on the second line. The Contact Us link will send an email to the UW PDP Support Desk. 2. The Instruction & Information menu items on the left side are still under construction or subject to revision. The Work on Your PDP menu items for creating your PDP are listed on the right hand side of this screen. This menu listing will change as you advance through your PDP process. 3. The screen below this section is a display of Steps III and IV, which completes the PDP process. This screen will not appear until you have completed Step I and Step II. See below.
45
Main Menu Part III & IV
Instructions & Information Section (Left section above, which are “help” documents) 1. Selecting #1 brings up a warning message about opening a Word document.
46
2. Select Open to open this Word document. 3. If you have an Apple computer, then you will need Word or a compatible word processor to view these Help documents. Scroll through and read this documentation. You can select the “X” to close this Word document’s window. Do the same for all the other Help documents in Word.
4. If prompted as follows, select No:
5. Selecting on the public internet link to DPI will prompt you about leaving the secured ePDP website. 6. Select Yes to continue.
47
7. The screen below is a selection, which you will receive if you select # 7 above on the Main PDP Screen. You will receive samples of completed ePDP’s or can look at the samples screen by screen. Make your selection based on your license category.
8. When you are finished looking at these screens, go back to the main menu and Select Licensure Renewal Process go to the next page and select your license. You will be asked for verification, below. Complete this section.
48
9. The screen above is a verification of your email. If it is incorrect, please write a message for assistance.
Select License Renewal Process: 1. The screen below appears after you have made the following choice in the previous screen by selecting : Licensure Renewal Process 2. Select the stage you are seeking and the type of category. Press continue to go to the next screen..
49
3. You will then see the following confirmation screen:
4. Your selection of Stage and Category are completed. The slide below will bring you back to the main menu where you will begin to document your Self-Reflection.
5. A standard convention in the electronic PDP is to Select the Main Menu option to return to the main menu.
50
Step I - Self-Reflection Verification: Step I: Before you Write the Plan Self Reflection 1. When you Select Self Reflection, you see the following information. Read the information, and decide which type of self reflection you plan to use to develop your goal for the ePDP. A self reflection document is highlighted below, which you may use to reflect your areas of strengths and growth in relationship to the standards. Once you have completed the self reflection, you may check the box at the bottom of this screen and return to the main menu and begin writing your plan.
2. Select the Main Menu option to return to the main menu.
51
Step II:
Writing the Plan:
COMPONENTS
A. DESCRIPTION OF SCHOOL and LEADERSHIP/TEACHER/PUPIL SERVICES SITUATION To provide a context for your professional development plan, a summary of carefully selected demographic information that is relevant to the goals of the plan needs to be developed. This information will allow the professional development team to clearly understand your school/district and its culture. Obtain this information from your school website, handbook, DPI website or additional information. Samples are given at the end of this section for your reference. As you write your narrative, you may want to consider staying anonymous as much as possible. You may include anything you feel is relevant, below are some examples: • Special student or district needs (ie: Test Scores, Building project, referendum, etc.) • Ethnic, cultural and socioeconomic diversity • Whether the school is located in an urban, suburban, or rural setting • Information that is pertinent to your plan such as school focus and district initiatives • A description of your current position and years you have been in your position.
Beginning to Write the Electronic Plan: Step II: Writing the Plan A. Description of School and Teaching Situation 1.
When you Select Description of School and Teaching Situation you see the following screens. Description of School and Teaching Situation: To provide a context for your professional development plan, a summary of carefully selected demographic information that is relevant to the goals of the plan needs to be developed. This information will allow the professional development team to clearly understand your school and its culture.
Include aspects such as: • • • • • •
Special needs students Ethnic, cultural and socioeconomic diversity Whether the school is located in an urban, suburban, or rural setting Information that is pertinent to your plan such as building and district initiatives A description of your current content area or grade level The number of years you have taught
As a general rule, try to keep your text within the box without scrolling. The page will tell if the text you entered was too long.
52
2. The screen below is where you will be writing the information about your school in the text box below as from the example provided. However the links below to the right of the Options need to be explored before you begin to write. Follow the directions below this screen.
3. Select View Location and Certification Info and the following screen will appear. Check the screen for accuracy about your location, license category you are working toward, and your certificates.
53
4. Go back to “Teaching Situation” and Select the Review District Statistics. You will be taken to the website link for specific information on your school. The following screen will appear:
View Districts Statistics
5. Once you have gathered the information you need, to close the website (top right X as you exit any document) and you will be back to the Description of School and Teaching Situation. Complete your description of the school and teaching situation by writing in the text box. Once done, select the Edit Review Checklist and you will get the following screen: Review Checklist
6. The law of PI34 requires that you review your plan regularly. This checklist will appear for you to complete after each major section. Once the information is complete, select Save Checklist.
54
7. Once the information has been saved the following screen will appear. Select the Main Menu option and you will begin to Specify Goals and Rationales and Select the Standards for your plan.
8. Below are examples of descriptions of school and teaching situations:
Step II A: Description of School Examples: Example: Administrator Position The Badger Area School District serves a growing student population of approximately 4,000 students. The district has a well-defined and developed educational system for all students, including those with special needs, gifted and talented, and children with diverse ethnic and socio-economic backgrounds. In 1997, the school board adopted the district’s strategic plan developed by a team composed of staff, students and community members. The mission of Badger Area School District reads, “Our mission, in cooperation with parents and the community, is to ensure academic achievement for all.” As a result of the strategic plan’s implementation, all curriculum, assessment and instruction has become aligned with state standards. Each school created a school improvement plan based on their school’s student data. I am currently the principal at Badger Elementary School and have been in this position for 6 years. Badger Elementary School has an enrollment of 600 students in kindergarten through fifth grade. I am the only administrator in the building. There are three other elementary principals, one middle level principal and one high school principal in the district. In addition, the administration includes two assistant principals, a director of pupil services, one director of instruction, a business manager and the district administrator. Instructional support services for our school include a full-time school psychologist, a reading program staffed with a reading consultant, a Title I teacher, a half-time gifted and talented resource teacher, and special education programs. Similar to most Wisconsin school districts, the student population at Badger Elementary is in transition. As our community changes, the student body is becoming more diverse. The current strategic plan calls for the staff at Badger Elementary to work with multiple learning styles in an inclusive classroom environment. Several teachers and an administrative team recently participated in a data retreat. Badger Elementary has a goal to provide a safe environment for all students and to use data to support program changes.
55
Step II Writing the Plan B. DESCRIPTION OF THE STANDARDS/GOALS TO BE ADDRESSED The plan must have one goal, two standards, a rationale, based on the teaching situation, objectives, activities, timeline, collaboration, and evidence of success. • If a person changes their position, mid-license cycle, the goal may be modified to fit the new situation. • If the goal written for the five year plan is not compatible with the new situation, then the first goal should end, a revision should be documented in the proper section and a new goal should be written for the duration of the cycle. • If an educator feels he or she has finished a goal mid-license cycle, then the educator should complete the first goal and begin a second goal for the duration of the license cycle.
Writing the Goals, Rationales and Standards: Step II: Writing the Plan B . Specify Goals and Rationales / Select Standards 1. 2. 3.
You are now ready to add Goals and Rationales: From the main menu, select Specify Goals and Rationales” and the following screen will appear. Review your Self-Reflection before you begin this step. Your first time using this screen, you will have no words entered and it will look like the following:
56
4. After you have entered your Goal, it will look like this:
5. Select Edit to enter or revise your goal.
57
6. This screen will appear below the goal and rationale section. Select the two standards you plan to focus on for the five year plan.
58
7. Again, remember to follow the Options at the top of the screen. Select Instructions and you will see the following screen.
Instruction for Goals and Rationales for Teachers Overview of Goals and Rationales: • Choose one Goal as your focus for the next five years • Align the goal you have chosen with two Wisconsin Educator Standards • Check to see that your goal and WI Standards are relevant to your self-reflection • Write a rationale for choosing the goal, once your goal is finalized. Definitions of Goals and Rationales: GOAL: Your GOAL should aid professional growth, impact student learning, reflect your rationale, and be tightly aligned with the Wisconsin licensure standards. Goals will answer the question "Where do I want to go?" RATIONALE: Each goal needs a RATIONALE. The rationale should describe and link your goal to your completed self-reflection, to your school and teaching situation, and to the Wisconsin Standards you are addressing. The Rationale will answer the question “Why am I doing this?” 8.
Select the Go Back to return to the Goal and Rationale page.
9. Again, at the top of the screen there are other Options available for your access below is the review checklist for you to complete.
10. Select the Save Checklist to return to the Goal and Rationale page.
59
11. Again, at the top of the screen there are other Options available for your access. There are examples of Goals and Rationales provided, which you can browse for ideas.
12. Again, at the top of the screen there are other Options available for your access. Start a New Goal is available if you have completed your goal earlier than five years or you have made an educational career shift and your previous goal can not be achieved in your new position. The previous goal should be closed out and completed as possible. Once that is done, you will begin a new goal for the duration of the license cycle.
13. Below is an examples of a goal for this section.
Goal Example:
Example: Administrator Position Based upon strategic planning efforts to ensure an atmosphere where all children are respected I want to work toward creating a safe environment where all students feel valued, where students seek out teachers for guidance and support with their learning needs, and where all students are known by at least one teacher in the building.
60
14. Below are example statements for a rationale for this section.
Rationale Example: Example: Administrator Position Based on our district’s strategic plan and in conjunction with the board of education, The Badger School is building a culture of inclusiveness where student learning for all is our target and all students feel valued and supported. Given the change in the complexion, socio-economic, racial and ethnic makeup of the district, there is a need to address the differences and multi-cultural aspect of the school. On the whole, Badger’s WKCE scores are strong with 85% of our students showing proficient and/or advanced in each of the tested areas at grade 4. A team from our building recently participated in a data retreat. The data retreat highlighted two issues. One, when the WKCE test data is disaggregated, clearly certain segments of our population are not succeeding at the level of the total population. Second, as our team attempted to utilize data to create a picture of our school, no perception data could be located. (school and district situation). This past year I have read three books on how to build an inclusive culture. (self-reflection) The WKCE data for Badger School shows that my low performing students are not improving and frequently my high achieving students tell me they are not interested in or challenged by the content (student learning). My goal addresses the Wisconsin Administrator Standards #1, #2, #3, #4, #5 (licensure standards addressed). Note: If during this licensure cycle you are using your plan to move to a different stage or licensure category, include this information in this section.
61
Step IID - PLAN FOR ASSESSMENT/DOCUMENTATION OF ACHIEVING THE GOAL THROUGH: 1. 2.
PROFESSIONAL GROWTH STUDENT LEARNING
State how you plan to assess the results of your goal. These assessments document the results of your efforts to improve student learning and impact professional growth. Include where appropriate, a description of current student learning data that is relevant to your rationale and goal. This description may include multiple measures such as state or district assessment results, classroom work samples, grade level targets or benchmarks, behavioral data such as attendance , tardiness or office referrals, etc.
Assessing Your Goals: Step II: Writing the Plan D. Plan for Assessment/Documentation of Achieving the Goal 1. From the Main menu, Select Plan for Assessment/Documentation of Achieving the Goal to create your plans for assessing the results of your efforts.
62
2.
If you need instructions for working on your plan for assessment, select the Instructions link to see the following instructions.
Note: When typing your plan, you can type in Word and then copy/paste into the text box on the ePDP. Use the spell checker of your word processing software, or just type in the text box.
3.
Select Back to View Plan Page when you have read the instructions.
4.
Select Enter Plan and go to the next screen which will allow you to enter data.
63
5. Select Review Checklist and complete this section.
6. Your new plan for assessment and documentation will be saved and shown on the next screen.
7. Below is an example of Plans for Assessment/Documentation of Achieving the Goal:
Plan for Assessment/Documentation of Goal Examples: Example: Administrator Position I am in the process of attending a data retreat workshop. In addition, I will attend a workshop on culture building for inclusiveness sponsored by my professional organization. After attending those workshops I will develop benchmarks for the implementation of two activities that include community members. One benchmark will measure student satisfaction. Another benchmark will use disaggregated data from the WKCE to measure student learning across all represented categories. I will assess my professional growth through my reflection notes, observation notes from administrative team members, mentor coaching, and rubrics for student satisfaction.
64
Step II E - PLAN TO MEET THE GOAL: Objectives, Activities & Timelines, and Collaboration 1.
YEARLY OBJECTIVES
Objectives are specific, observable, and verifiable actions. The completion of these objectives should result in the accomplishment of your goal(s). Goals will answer the question “Where do I want to go?” and objectives will address “How do I get there?” 2.
DESCRIPTION OF ACTIVITIES & TIMELINES
The activities outline the actions, steps, and timelines that will lead to the achievement of objectives and goal(s) to increase student learning. The activities may draw upon a wide array of types of professional development. Some activities may be completed in a year or less. Others may take a year or more to complete. A general description of your planned activities should be included in your plan with the understanding that more specific activities may be included in your plan for assessment. As you complete each activity, note the date of completion. Activities may include, but are not limited to: • Complete a university course, technical college course, summer seminar, or a workshop sponsored by your professional organization related to your goal(s). • Try a new skill and document the results. • Attend scheduled sessions that will advance your professional growth. • Attend a national conference or participate in national web-talk that will advance your professional growth. • Modify (if necessary) your teaching/leadership strategy and professional development plan after assessing progress of strategic plan. • Form or attend a study groups that provide additional information or collegial support. • Participate in professional readings, viewing of videos, and website searches to locate and record new leadership strategies and resources and that can be immediately used in your district. • Serve as a mentor to new administrators in your district. • Visit with a person in education or other fields who shares extensive knowledge with you over an extended period of time. Record the highlights of your discussions or visits. • Watch other accomplished people in education or other fields as they work, making notes of teaching/leadership skills for future use. • Meet with education teachers/ leaders or accomplished people in education or other fields for feedback as you begin to apply knowledge and skills to student learning.
3.
COLLABORATION ACTIVITIES
Collaboration takes two forms: collaboration with professional peers and collaboration with your PDT. Evidence of collaboration must be included in your documentation of successful completion of the plan. State whom you plan to work with in formulating and carrying out your PDP and how often you plan to meet. Examples of collaboration with professional peers may include but are not limited to: • Consult with one or more members of your PDT. These members have been trained to provide you with assistance in successfully completing your plan. • Meeting with colleagues on a regular basis (as in team meetings or planned visits) to share notes, get ideas, gather feedback, etc. • Choosing a master teacher/administrator/Pupil Services to be a mentor to provide an ear for your ideas more regularly than once a year. Continue to below to begin writing your activities for the ePDP
65
Step II E - Plan to Meet the Goal Objectives and Activities: Step II: Writing the Plan E . Plan to Meet the Goal: Objectives and Activities 1. Select Plan to Meet the Goal: Objectives and Activities from the main menu to add options for this section of your ePDP Select Add a New Objective.
2. If you would like definitions as defined below these are available when you Select Instructions on the next screen if not, Select Edit Objectives and Activities.
Overview of Objectives and Activities: 1. Select the Goal to which you want to add Objectives and Activities 2. Add or Edit an Objective 3. Add or Edit Activities. 4. If you have a second goal, select that Goal and add Objectives and Activities Objectives: Objectives are specific, observable, and verifiable actions. The completion of these objectives should result in the accomplishment of your goal(s). Goals will answer the question "Where do I want to go?" and objectives will address "How do I get there?" Activities & Timelines: The activities outline the actions, steps, and timelines that will lead to the achievement of objectives and goal(s) to increase student learning. The activities may draw upon a wide array of types of professional development. Some activities may be completed in a year or less. Others may take a year or more to complete. A general description of your planned activities should be included in your plan with the understanding that more specific activities may be included in your plan for assessment. As you complete each activity, note the date of completion. Collaboration: Collaboration takes many forms: Collaboration with professional peers, collaboration with your PDT, and collaboration using the learning communities. Evidence of collaboration must be included in your documentation of successful completion of the plan. State whom you plan to work with in formulating and carrying out your PDP and how often you plan to meet.
66
3. Once you Select the Add a New Objective you will see the following screen:
For example:
4. Type an Objective you would like to work on and select the Save button. You next see the Activity Entry screen.
67
5. Type an Activity Timeline and your plan for collaboration in the text boxes shown on the next screen.
For example, here are multiple activities planned for Objective #1:
68
6. You may edit or delete the Activity you just created, add another Activity for Objective 1, or you may add a second Objective, for which you will then also add activities. See below: Additional Objectives and Activities:
69
7. When you have completed this section complete the Review Checklist:
8. You may look at the examples of objectives, activities, collaboration and timelines below in the following section. 9. Take time to Review your PDP with all your Goals, Objectives, and Activities. You have completed Section I and Section II of the Professional Development Plan. Professional educators may select Go to Implementation and Annual Review Menu. Initial educators MUST follow the steps below: • If you are an Initial Educator, then you need to submit your PDP to the PD-Team by October 1st of your second year for their approval. • If you are an initial educator once you submit your electronic PDP to the Panel, you will need to either wait until your PDP is returned to you before you work on years two, three and four, during the reflection and revision phases described on the following screens, or continue to work on your plan knowing it is not approved. • Once years two, three and four are completed initial educators may submit the final PDP either in the third or fifth year of the development of your plan. As with professional licenses, the final PDP must be submitted by April 1st in the last year of the license cycle. 10. The next page gives examples of activities, timelines, and collaboration to complete this section before you go to the Implementation and Annual Review menu.
70
Step II Administrator-Culture Building Plan: Example GOAL: To improve my leadership skills in building a culture that values each and every student at Badger Elementary and to increase the achievement scores of all represented populations at Badger Elementary. The progress toward this goal will be reported yearly to the school board and the community through a report of student satisfaction and WKCE disaggregated scores. Objective #1:
I will increase my skills in leadership related to culture building for student success for all students attending Badger Elementary. Activities Timelines Collaboration I will read books about leadership June, 2003 – December, 2003 I will get advice from for student success. colleague during a local PAC meeting. I will attend a conference on December, 2003 – June, 2004 Culture Building. I will attend a workshop on December, 2003 – June, 2004 I will interview colleagues leadership for student success attending the workshop and sponsored by my professional set up a time to visit their organization. buildings.
Objective #2:
I will implement achievement benchmarks for each grade level based on information from the data retreat information using disaggregated data. Activities Timelines Collaboration I will participate as part of a team Summer, 2004 in a data retreat workshop. I will meet with my team to discuss Summer, 2004 Discuss and decide with my information coming from the data team the yearly goals related retreat. to student achievement. I will work with my team to create August, 2004 Determine the benchmarks grade level benchmarks for student for yearly progress. success. I will work with my team to create January, 2005 – June, 2006 Team members will provide and implement surveys to gauge feedback. student satisfaction. I will attend a workshop or take a Summer, 2005 class related to leadership for student success. Objective #3: I will assess students and staff formally and informally to measure progress and satisfaction. Activities Timelines Collaboration I will attend a class on assessment Summer, 2004 of student progress. I will ask staff, students, board Summer, 2004 Get direction and feedback members, and community for from the various groups. assistance in developing the rubrics for student satisfaction. I will research rubrics for September, 2004 achievement and student satisfaction. I will use the WKCE disaggregated At the end of the year results to measure student progress. I will meet with a core team to At the end of each year Analysis and discussion of analyze data and make adjustments student growth and for the next year. satisfaction data with the core team members.
71
You are now ready to begin working on the second Main Menu. Select Go to Implement and Annual Review Menu
72
2. You will see the screen below this screen. Main Menu Part III & IV
3. If you want to go back to the first screen and make changes to Step I and Step II, select Make Changes to PDP Plan on the top right side of the screen and you will have the previous Main Menu at your access.
73
Step III:
ANNUAL REVIEW OF THE PDP:
The annual review of the plan is your responsibility. The plan should be reviewed in years two, three, and four of your licensure cycle. The annual review information must include a reflection summary with any revisions to your goals, objectives, and activities. Review your PDP with all your Goals, Objectives, and Activities. If you are an Initial Educator, then you need to submit your PDP to the Panel by October 1st of your second year. Professional Educators do not need their PDP’s to be reviewed by the Panel Reviews must be submitted to the Professional Development Team no later than April 1st in the last year of the cycle. Below are the screen to assist you with reviewing and editing your plan. Examples of revisions are following this section.
View PDP: 1. Select View PDP Plan to see a complete listing of your selections. You may print these if you choose. As you can see, the entire plan is listed under each goal. Below is an example of a plan.
74
Step III Annual Review Reflection and Revision: 1. The following sections will be part of the annual review.
2. The following screen will appear once you Select Reflection and Revision.
3. To view Instructions to this section Select Instructions and the following screen will appear. Documentation of Annual Review: The annual review of the plan is your responsibility. The plan should be reviewed in years two, three, and four of your licensure cycle. The annual review information must include a reflection summary with any revisions to your goals, objectives, and activities. Annual reviews of the plan must be submitted by the initial educator to the PDT for their review, no later than April 1st of the year when significant changes in the goal/s occur.
If no significant changes in the goal/s occur, a complete annual review form for years two, three, and four of the licensure cycle must be submitted by initial and professional educators to the professional development team, for their review, at the end of the licensure cycle. (See Form for Documentation of Annual Review for Licensure Cycle, Appendix C.)
75
4. To add a reflection or a revision, Select Add a New Entry and the following screen appears.
5. Once you select Save Entry the screen on the following page will occur. Type in an entry for a revision in the text box provided.
76
6. Once you have selected Add a New Entry to type your reflection notes. You may do this as many times in a year as you like within any given year. 7. If you are an Initial Educator, and you make major revisions to your goal, you will need to resubmit your plan to your PD-Team for approval. 8. If you are a Professional Educator, you do not need approval for major PDP revisions.
77
9. Type your Reflections and select Save and Return to Documentation of Annual Review.
10. Complete the Edit Review Checklist at the end of the all of your reflections and revisions in each year.
78
11. The responsibility of reviewing your plan and making adjustments when necessary, lies on the educator. You will see the following screen as a reminder. 12. Here is how your Annual Review might look after a couple of years:
13. You may also view your Annual Reflections while in the view mode or when View PDP on the Main menu:
14. On the next page are examples of reflection and revision statements. 15. Below are examples of reflection and revision statements.
79
Step III ADMINISTRATOR: DOCUMENTATION OF ANNUAL REVIEW FOR LICENSURE CYCLE
REFLECTION
REVISION
Year Two:
Year Two:
9/30/05
9/30/05
The books that I read about leadership for culture building were helpful. I find that I also liked the AASA website and information found in “The School Administrator” publication. Website information tends to be timely and I am finding many more articles on culture building. I feel strongly that input from students related to their satisfaction needs to be incorporated into the assessment.
I am going to visit two other elementary buildings who are working on culture building because of the networking I was able to do at the leadership workshop. I will be able to speak with principals as well as students, parents and staff in the buildings I will visit.
12/3/05 When I attended a leadership workshop sponsored by my professional organization, I was more comfortable about the concept of using student input because of my previous readings. The most helpful part of the experience at the workshop was the opportunity to network with other administrators who had already implemented methods to collect student input related to satisfaction.
12/3/05 Change: Objective 2, Activity 3. Before working with my team to create grade level benchmarks for student success, I will visit two elementary buildings that are working toward culture building for student success.
REFLECTION
REVISION
Year Three:
Year Three:
8/27/06
8/27/06
I am learning that culture building for student success takes time and the involvement of not only school people but board and community people as well. I am rethinking my timeline for implementation of the student achievement benchmarks for each grade level.
I need to find a conference related to leadership styles and skills that would allow me to engage in networking and listen to sessions from other leaders who are involved with culture building at the school level.
10/15/06 At the onset of this plan I believed I could have the student benchmarks for each grade level in place by the end of the first year. What I have learned is that I need to involve more people and carefully review all the data before sound decisions
10/15/06 I would like to add an activity to Objective 2: I will investigate Professional Learning Communities.
80
regarding the achievement of all students can be made. In addition, I am learning that building the culture for student success will take time, more time than I originally planned. This reaction from my students has led me to the implementation of leveled books as part of my guided reading time for “practice” of the comprehension strategy I taught with a large group. I now use running records to check on decoding while I am having my self-selected reading block.
I would also add an activity to Objective 1: I will use some time at my chosen conference on leadership to do networking and build relationships with other administrators from around the country so that I have a support system as I move toward building a culture for achievement at Badger Elementary School.
REFLECTION
REVISION
Year Four:
Year Four:
9/3/07
9/3/07
I have learned much about the use of leadership skills for increasing student achievement . But, I have learned more from viewing other leaders who are using these leadership skills and also from networking with accomplished leaders. In addition, I have learned how valuable the support of the district administrator, the board of education and the community are when making changes at the building level.
I would like to remove the first activity from Objective 3. Instead of taking a class on assessment, I want to spend more time implementing and supporting the ideas coming from the team that attended the data retreat.
1/7/08 In the final stage of my licensure cycle, I need to continue reflecting on what I have read and observed in conjunction with what is happening in my building. I need to not only look at the growth of student achievement for all represented populations, but also to reflect on the results of the student satisfaction instruments. More than that, I need to reflect about students who are not making progress, determine why not, and develop ways to help them.
1/7/08 I will continue to consider taking a class on student assessment but that will be down the road after I have a plan of action set up. I will need that level of depth of knowledge on assessments once the team has designed a direction for overall student assessment in the building.
81
Step III Activity Completion Dates: Step III: Annual Review - Activity Completion Dates 1. 2.
In this section you will be assigning a completion date to each of the activities you have listed. This first screen displays your list of goals. You need to select which activity you have activity dates to document. Select Edit Dates for that goal and objective..
3. Select Edit Date to add or change your “Date Completed”.
82
4. This is the way the screen should appear so you can enter or edit dates of activities.
5. Use the pull downs to select the date completed. You may also type the first letter of a month to rotate between all the months starting with that letter, for example, Mar and May. 6. Select the Save and Return to Objectives and Activities. The date completed is filled into the chart below.
83
Step III: Annual Review - Ongoing Documentation of Successful Completion of the Plan 1. The first screen displays your list of goals if you have more than one because of your position has changed your goal. You need to select which goal you have evidence to document. Select Edit Evidence for that goal.
2. Next select Add a New Entry to get started.
3. Here is the blank screen you see next. 4. This screen has requires that you select from the two pull down menus otherwise you will see error messages requiring you to go back and select from the pull downs.
84
5. This is the error message you will see if you did not select from the category pull down menu. You did not select a Category. Please go back and select a Category
Category Pull Down:
6. This is the error message you will see if you did not select from the pull down evidence menu. You did not select an Evidence Type. Please go back and select an Evidence Type
Evidence Type Pull Down:
7. The PI 34 law requires that you have evidence of working collaboratively with your colleagues throughout the five years of your professional Development Plan. Below is where you may document that you have had collaboration throughout the five years. You may enter a description of what your plan has been. Evidence may also be documentation through a Word Document (listing in a log the times you have met), may be a scanned document, or a video. If you choose to download a document for evidence you may do so after you have completed this section, on the following screens, in the section called “artifacts.” View Examples:
8. The PI 34 law also requires that you have evidence of student success within the five years of your Professional Development Plan. Please type a description of the type of evidence you have gathered over the five year plan. Again, evidence may be documentation through a Word Document (it may be a log of student WKCE scores, local assessments, etc.), may be a scanned document of student work samples, or a video. . If you choose to download a document for evidence you may do so after you have completed this section, on the following screens, in the section called “artifacts.”
85
9. Use the Browse button to find the PC file, image, or video clip that you wish to enter as Evidence. Use a scanner if you have evidence of completion to scan.
86
10. Select Continue to Next Page to see a list of all the District Courses you have taken, so you can select which course work applies to your goal and rationale, standards and evidence of completion.
11. Below is a list of courses that have been documented by attendance, and entered into the system. Choose courses which apply to your five year plan. 12. Example of a MMSD course using data from H/R:
13. Select Save and Return to Evidence List to continue.
87
14. If you have taken University courses and submitted them to the Human Resource Department, they will be listed below. If you have not taken any University Courses, or have not submitted the courses to the Human Resource Department, then your list of Course Work will be empty as shown above. 15. Example of a University course using data from H/R:
16. When you are back on the main screen for entering Evidence, you can edit or delete your previous descriptions, as well as adding new evidences. If you select in the Type column on the underscored item, you can display the details, such as your saved artifact.
88
17. Enter the dates of activities below:
18. Again, complete the checklist from the Option Menu
89
STEP IV. A.
SUCCESSFUL COMPLETION OF THE PDP (Year Five) SUMMARY AND REFLECTION STATEMENT
The summary includes a discussion of the achievement of your goal(s), which includes any changes made to your goals throughout the cycle. In the summary, include an analysis of indicators of growth towards the standards identified in your PDP. Your summary should reflect and analyze your professional growth and the effect of your professional growth on student learning. You may reference your documentation items in your summary. B.
DOCUMENTATION OF SUCCESSFUL COMPLETION OF THE PLAN
The quality of documentation is of greater importance than quantity. Documentation should be selective and • should be done on an ongoing basis throughout your plan cycle • is a summary of evidence that illustrates the results of the implementation of the goal(s) and impact on teacher, administrator or pupil services personnel development. • should not exceed five to eight pieces of evidence of growth, per goal, over the licensing cycle. Documentation in written or electronic form may include, but is not limited to: Evidence of teacher development for student learning as measured by state, local, formal, and informal assessments Strategic plans (i.e. indicates student learning, how planning occurred, etc.) Supervisor and mentor comments of building level performance Journals documenting analysis of leadership skills Ongoing documentation of classroom leadership performance Adaptations for children with disabilities or other exceptionalities with related outcome measures The documentation may also include evidence that identifies professional development activities related to the professional development goal(s). The evidence may be in the form of • samples of surveys from students, staff, board, and/or community; • letters of recommendation; • evidence lists of attendance at professional meetings, workshops, conferences, or seminars; • administrative, supervisory, peer, or board feedback; • journals, diaries or published articles; • action research projects and results; • district, college, university or technical college course work; or • evidence of in-district work assignments outside of the building.
90
STEP IV.
SUCCESSFUL COMPLETION OF THE PDP (Year Five)
Step IV: Completing the PDP A. Summary and Reflection Statement 1. During your final year, you need to type your summary discussion and reflection. 2. This menu option runs the same functions as Step III Ongoing Documentation of Successful Completion of the Plan. You can add, change or delete your evidences at any point within your plan. Below are the screens which allow you that function. 3. Complete the text box below. You may use copy / paste to run spell check within your word processing software. Below are the final two sections of the PDP.
4. Select Edit Section and review and edit your final summary statement and the text box will appear.
91
5. Complete your final words of this five year journey.
92
Step IV: Completing the PDP Final Documentation of Successful Completion of the Plan Final documentation of the PDP includes the following steps: • Complete Final Documentation of the PDP • View and Review the PDP Before Submitting the Plan (for accuracy) • Review the Completed Checklist • Submit Completed Plan
1. Complete Final Documentation of the PDP 1. Complete any final documentation of the plan by selecting Final Documentation of Successful Completion of the Plan. Write any final evidence you wish to include in this section.
93
2. Complete the Checklist and return to the main menu.
94
2. View and Review PDP Before Submitting the Plan 1. You may view all the screens in your PDP to verify your paperwork is complete. You may also print all the items in your PDP for your personal file. Select View PDP or Print PDP. - View PDP Plan - Print PDP
Professional Development Plan PDP TEST ID# 771990 (Tester771) Educator Access HR Data: Employee Information Name (first middle last): PDP TEST ID# 771990 Primary Work Location: School: Badger Elementary School At Location Since: 08/26/03 Position/Category: TEACHER-REGULAR Current Certifications and Endorsements: Certificates 116 ~ GR 1-6 725 ~ HISTORY
Expires 06-30-2008 06-30-2008
Endorsements 42 ~ ELEMENTARY 41 ~ ELEMENTARY LEVEL (GRADES 1-6)
Expires 06-30-2008 06-30-2008
PDP: Goal #1
Standards Met By This Goal: 1,3
To improve my skills in implementing a balanced literacy approach in my classroom with a special emphasis on guided reading in order to increase my students' interest and enjoyment of reading and their achievement based upon my school's grade level benchmarks. Rationale: The district has been working toward establishing a Balanced Literacy Program throughout our four elementary schools. The emphasis has been on training for the implementing guided reading, writers workshop, and other literacy initiatives into all K-5 classrooms (school and district situation). Improving students' reading and writing achievement is one of school's goals based upon our school-wide student achievement data. My self-reflection supported my need to learn more about current best practices in the teaching of reading. Standards: 1,3 I will use guided reading running record to assess student progress toward grade level reading benchmarks along with Plan for Assessment: the Golden Eagle benchmark assessment given at the beginning and the enf of the year. To assess student interests and enjoyment of reading, I will use an informal reading inventory. I will assess my professional growth through my reflection notes, observation notes from grade level team members, mentor coaching, and rubric of a quality balanced literacy program. Objective 1: I will increase my understanding of balanced literacy so that I am able to successfully implement the program in my classroom and increase my students' achievement. Date Activity Timeline Collaboration Completed December, 2004 - I will get advice from our reading specialist on books I will read books about balanced literacy 6/10/ 04 June, 2005 to read about balanced literacy. I will attend a conference on balanced December, 2003 - I will create a plan to implement strategies learned 02-18-2004
95
literacy. June, 2004 I will observe a classroom where the Spring 2005 teacher uses a balanced literacy program.
from the conference with my colleague. I will interview the teacher whose classroom I visit about implementing a balanced literacy program.
Objective 2: I will implement the guided reading portion of a balanced reading program in my classroom. Activity
Timeline
I will watch video tapes by Gay Su Pinnel and Patricia Cunningham about guided reading I will meet with my team to discuss leveling books in our school. I will work with my team to create a book room of leveled books that match our students reading abilities. I will have other teachers in my building observe me as I implement guided reading. I will attend a workshop or take a class on guided reading to discover new strategies.
Date Completed
Collaboration
Fall, 2004
11-09-2004
Summer, 2005
Discuss and decide with my team the leveling procedure four our books in our school.
12/05
August, 2005
Determination of levels of books with members of my team.
12/05
January, 2005 Team members will provide feedback. June, 2006 Summer, 2006
Objective 3: I will assess my students formally and informally to measure progress and satisfaction. Activity I will attend a class on assessment of student progress in reading. I will ask the reading specialist for assistance in doing a running record. I will use District Reading Assessment disaggregated results to measure student progress. I will meet with the team members to analyze data and make adjustments for the next year.
Timeline
Date Completed
Collaboration
Spring 2005 September, 2004
09-11-2004
At the end of the year At the end of each year
Analysis and discussion of student growth data using guided reading with my team members
Documentation of Successful Completion of the Plan: Description I attended a literacy book study group with teachers within my building. Verification is listed within the district courses. The course was 20 hours I will submit a log of all of the meetings I have attended over the 5 years. The list will include book leveling sessions and meetings to analyze students' work. I will submit baseline work samples of students' work from the beginning of the five year license cylcle to the end of the five year cycle. I will submit baseline work samples of students' work from the beginning of the five year license cylcle to the end of the five year cycle. I will submit student Reading Assessment disaggregated results to measure student progress.
Category Professional Growth
Type District Course
Date
Collaboration
Artifact
2004-01-01
Student Learning Artifact
2004-01-01
Student Learning Artifact
2004-01-01
Student Learning Artifact
2004-01-01
2004-01-01
96
YEAR 2 Reflection/Revision Entries: Date Entered: 2004-04-15 08:02:31 Last Edit: 2004-08-03 11:04:45 Reflection The books that I read about balanced literacy were helpful. I find that I like the organization of the Four Block model by Patricia Cunningham for my classroom. I feel so strongly about the importance of comprehension as students are learning to become better readers that I am going to make sure comprehension is the major emphasis for my guided reading instruction.
Revision I am going to view videotapes of the Cunningham model only because it is the model of guided reading I would like to pursue. Goal: 1
Date Entered: 2004-05-21 09:34:15 Last Edit: 2004-08-02 15:17:55 Reflection When I attended the Four Block conference in Madison, I was more comfortable about the concept of using guided reading within this model because of my previous readings. The most helpful part of the experience at the conference was the opportunity to network with teachers who had already implemented guided reading the Four Blocks way. I had a great visit in one classroom because of this networking.
Revision Change: Objective 2, Activity 1: I will watch video tapes by Patricia Cunningham about Guided Reading the Four Blocks Way in Grades 1 and 2. Goal: 1
Date Entered: 2004-05-21 09:35:58 Last Edit: 2004-08-02 15:19:07 Reflection I continue to work this year on my goal and am satisified with the progress thus far Date Entered: 2004-05-27 10:52:06 Last Edit: 2004-08-02 15:20:06 Reflection I am seeing the change within myself and students. The data I am gathering is showing marked progress with students I have had a hard time reaching in the past Date Entered: 2004-05-17 09:23:23 Last Edit: 2004-08-02 15:20:39 Reflection I am at the end of my second year and believe I am making steady progress with the goal I have selected. YEAR 3 Reflection/Revision Entries: Date Entered: 2004-04-15 08:08:39 Last Edit: 2004-08-02 15:22:00 Reflection I am rethinking my guided reading approach. I once thought all my students should be reading books on their own level. I now feel that there are ways to use a common piece of literature to reach a strategy, even if that piece is above the reading level of some students. I keep learning more and more ways of supporting readers through a reading selection. I have found that my struggling readers benefit from the discussion about these pieces of literature and love being part of those discussions.
Revision I need to use more than just the Gay Su Pinnel Matching Books to Readers resource for leveling my books. I want to know more about lexile levels. Goal: 1
Date Entered: 2004-05-19 11:08:52 Last Edit: 2004-08-02 15:22:46 Reflection Revision This reaction from my students has led me to the implementation of leveled books as part of my I will investigate the guided reading time for “practice” of the comprehension strategy I taught with a large group. I use of the lexile now use running records to check on decoding while I am having my self-selected reading system. Goal: 1 block.
97
YEAR 4 Reflection/Revision Entries: Date Entered: 2004-04-15 08:09:32 Last Edit: 2004-08-02 15:23:54 Reflection I have learned much about the use of guided reading from what I have read and observed. But, I have learned more from my students as they take part in whole group instruction on comprehension strategies, as they read books on their own levels in a small group, and as they read books independently on their own levels.
Revision I would like to remove the fifth activity from Objective 2. Instead of going somewhere else for a workshop, I want to use this last stage to learn from the students in my classroom. Goal: 1
Date Entered: 2004-08-02 15:24:18 Last Edit: Reflection In the final stage of my licensure cycle, I need to continue reflecting on what I have read and observed in conjunction with what is happening in my classroom. I need to not only look at the growth of my students on assessments, but also reflect on why they have made that growth. More than that, I need to reflect about students who are not making progress, determine why not, and determine ways to help them. Summary and Reflection Statement: I believe my plan is right on target. I am happy with my student results and my own profesional learning. The changes made within the cycle were not drastic, but did reflect my personal growth.
3. Review Completed Checklist 1. On the left side of the Main Menu, select View Review Checklist to verify your remarks before you submit your completed PDP: Review Checklist I. Rationale for the Goal(s) and Plan - Does your plan take into consideration school and district goals? - Does your plan take into consideration your school's culture, its ethnic, socio/economic diversity, and setting? - Does your goal(s) take into consideration your self-reflection, your students' strengths and needs, your school and district situation, the Wisconsin Licensure standards as described in PI 34? II. Description of the Goal(s)/Objectives - Will this goal(s) lead to measurable professional growth? - Will completion of this goal(s) positively impact student learning? - Is the goal tightly aligned with Wisconsin Licensure Standards? III. Standards to be Address - Are two or more standards addressed? - Have you indicated which standards you are addressing? IV. Description of Activities - Do your activities align with the attainment of goal(s)/objectives? - Have you selected more than one type of professional development activity? - Are your activities similar in time and rigor to earning six university credits? - Are the activities sufficient to attain the goal(s)/objectives? - Are the outcomes of the activities observable and measurable? - Did you note the date when activities were completed? V. Plan for Collaboration - Does your plan indicate with whom you worked as part of your Professional Development Plan?
98
- Does your plan include evidence of collaboration on activities? VI. Plan for Assessment - Did your self-reflection show that your plan positively impacts student learning? - Did you reflect on your professional growth towards the identified standards? - Did you reflect on improvements in your professional knowledge?
4. Submit Completed PDP Before you submit the plan, check the time line and the process of the initial educator and professional educator for accuracy. 1. On the left side of the Main Menu, select Time Line to see the required time line of activities to verify before you submit your completed PDP: Verification of Successful Completion of the Plan 2. The educator must electronically submit the plan and appropriate documentation to the Professional Development Panel by January 15 of the final year of the licensure renewal cycle. It is the educator's responsibility to follow the timeline to complete the verification process.
Time Line for Initial Educator: 1. In a licensure cycle… The first year is for self-reflection, selection of a goal(s), and formulation of the plan. The plan must be submitted to a Professional Development Team (PDT) for their review, assistance, or guidance no later than October 1st of your second year. For years two, three, and four, complete the annual review form and include a reflection summary with any revisions to your goals, objectives, and activities. Reviews must be submitted to PDT no later than April 1st. If an initial educator make substantial changes to the PDP, then those changes must be approved by the PDT. During the final year, no earlier than July 1 and no later than January 15, the plan must be submitted to the Professional Development Team for verification of renewal of licensure. Year First Year By October 1 of year two
Task Self-reflection; work with mentor, select standards, goals, develop plan Submit plan electronically Review and update PDP activities, by documenting professional development work and schoolAnnually based activities, and self-reflection. Between July 1 and January Submit plan electronically to PDP Panel via Human Resources Required by year 5 but optional to 15 of year 4, or 5 submit earlier, but no sooner than three years of the initial educator stage. May 15 of year 4, or 5 Educator notified by PDP Panel that plan has been approved May 15 - June 1 of year 4, Educators' names, whose plans have been approved, are sent to DPI or 5 May 15 - June 1 of year 4, Educators submit their application and license fee to DPI or 5
Time Line for Professional Educator: 1. In a licensure cycle… The first year is for self-reflection, selection of a goal(s), and formulation of the plan For years two, three, and four, complete the annual review form and include a reflection summary with any revisions to your goals, objectives, and activities
99
During the final year, no earlier than July 1 and no later than January 15, the plan must be submitted to the Professional Development Team for verification of renewal of licensure. Year
Year one Annually Spring of year four Between July 1 and January 15 of year 5 May 15 of year 5 May 15 - June 1 of year 5 May 15 - June 1 of year 5
Task Self-reflection, select standards, goals, develop PDP Review and update PDP activities, by documenting professional development work and schoolbased activities, and self-reflection. Educator is notified that license renewal is due the following year. Submit plan electronically to PDP Panel via Human Resources Educator is notified by PDP Panel that plan has been approved. Educators' names, whose plans have been approved, are sent to DPI. Educators submit their application and license fee to DPI
Educators who fail to submit their plans to the Professional Development Panel within the noted timelines must contact DPI directly to request a one year license extension and pay the appropriate fee
3. If you feel your plan is complete, select Submit Completed PDP. Your plan will go to the PD-Team for approval.
100
When you have verified and double checked your PDP, submit your completed PDP to Human Resources who will forward it to a three member Review Panel. Your name will not appear on any of the PDP documentation sent electronically to the Review Panel.
You will see a confirmation screen to verify if you are ready to submit your PDP.
- 101 -
Appendix A
License Renewal Plan Format Educator’s Name:________________________________________________ Educator’s School District: ________________________________________ School Year Plan Submitted: _____________________________ Years of Educational Experience:__________________________ Licensure Renewal Date: _______________________________ License(s) to be Renewed:__________________ Current Educational Assignment:_________________________ Years in Current Assignment:________________ PRESENT LICENSURE STAGE: Initial Professional LICENSURE STAGE SOUGHT:
Master
Professional Master PROFESSIONAL LICENSURE CATEGORY: Teacher Administrator Pupil Services __________________________________________________________________________________________ The following process must be completed for each goal: Number of goals:__________ Step I: Before you Write the Plan: SELF REFLECTION __________________________________________________________________________________________ Step II: Writing the Plan: COMPONENTS C. Description of School and Leadership Situation: D. Description of the Goal/Standards to be Addressed: C. Rationale for the Goal: 5. Self reflection 6. School/leadership situation 7. Teacher development for student learning 8. Licensure standards to be Addressed D. Plan for Assessment/Documentation of Achieving the Goal Through: 5. Professional growth 6. Student learning 3. Plan to Meet the Goal: Objectives, Activities &Timelines, & Collaboration 1. Yearly Objectives 2. Description of Activities and Timelines 3. Collaboration Objective: Activities Timelines Collaboration Date Completed
Date Plan Submitted to the Professional Development Team: __________________ Date Plan verified/not verified by the Professional Development Team:________________ (You may use extra sheets.) __________________________________________________________________________________________ Step III: Annual Review (to be completed in years two, three, and four of the licensure cycle) C. Reflection D. Revision __________________________________________________________________________________________ Step IV: Successful Completion of the PDP (to be completed at the conclusion of the licensure cycle) C. Summary and Reflection Statement D. Documentation of Successful Completion of the Plan __________________________________________________________________________________________ Date Plan Submitted to the Professional Development Team: __________________ Date Plan verified/not verified by the Professional Development Team: __________________
- 102 -
Educator’s Name: __________________________________________ Educator’s Title: __________________________________________ CHECK ONE: INITIAL EDUCATOR PROFESSIONAL EDUCATOR MASTER EDUCATOR
Review Checklist Educator
PDP Component Yes
A.
DESCRIPTION OF SCHOOL & LEADERSHIP SITUATION • • •
B.
Did you describe your building and/or district goals? (Optional) Did you describe your school/district, its setting, and its student population? Did you list your current responsibilities and number of years you have been in a leadership position?
DESCRIPTION OF THE GOAL(S) 1.
Is your goal relevant to your self-reflection?
2. Is your goal verifiable? 3. Will the goal impact your professional growth? 4.
C.
Will completion of this goal positively impact student learning?
RATIONALE FOR THE GOAL Does the plan describe the link to: •
Your self-reflection?
No
Appendix B-Part 1 PDP Team Yes
Comments No
By Team Members
- 103 -
Educator
PDP Component Yes
Does the plan describe the link to: •
School/Leadership situation?
Does the plan describe the link to: •
Student Learning?
Does the plan describe the link to: •
D.
E.
Two or more Wisconsin Educator standards as described in PI 34?
PLAN FOR ASSESSMENT/ DOCUMENTATION •
Does the plan include methods to assess your professional growth?
•
Does the plan include methods to assess the impact on student learning?
PLAN TO MEET THE GOAL(S): OBJECTIVES, ACTIVITIES & TIMELINES, AND COLLABORATION 1. OBJECTIVES •
E.
Are the objectives specific, observable, and verifiable?
PLAN TO MEET THE GOAL(S): OBJECTIVES, ACTIVITIES & TIMELINES, AND COLLABORATION 1. OBJECTIVES •
Do the objectives directly address the goal(s)?
No
PDP Team Yes
Comments No
By Team Members
- 104 -
Educator
PDP Component Yes
E.
PLAN TO MEET THE GOAL(S): OBJECTIVES, ACTIVITIES & TIMELINES, AND COLLABORATION 1. OBJECTIVES •
E.
Will attainment of the objectives result in accomplishment of the goal(s)?
PLAN TO MEET THE GOAL(S): OBJECTIVES, ACTIVITIES & TIMELINES, AND COLLABORATION 2. DESCRIPTION OF ACTIVITIES & TIMELINE • Do the activities align with the goal(s) and objectives?
E.
PLAN TO MEET THE GOAL(S): OBJECTIVES, ACTIVITIES & TIMELINES, AND COLLABORATION 2. DESCRIPTION OF ACTIVITIES & TIMELINE • Are the outcomes of the activities observable and measurable?
E.
PLAN TO MEET THE GOAL(S): OBJECTIVES, ACTIVITIES & TIMELINES, AND COLLABORATION 2. DESCRIPTION OF ACTIVITIES & TIMELINE • Do the activities extend throughout the licensure cycle?
No
PDP Team Yes
Comments No
By Team Members
- 105 -
Educator
PDP Component Yes
E.
No
PDP Team Yes
Comments No
By Team Members
PLAN TO MEET THE GOAL(S): OBJECTIVES, ACTIVITIES & TIMELINES, AND COLLABORATION 2. DESCRIPTION OF ACTIVITIES & TIMELINE •
E.
Are timelines stated?
PLAN TO MEET THE GOAL(S): OBJECTIVES, ACTIVITIES & TIMELINES, AND COLLABORATION 3. PLAN FOR COLLABORATION •
E.
If initial educator, does the plan include collaboration with a mentor?
PLAN TO MEET THE GOAL(S): OBJECTIVES, ACTIVITIES & TIMELINES, AND COLLABORATION 3. PLAN FOR COLLABORATION •
Does the plan include continued collaboration with colleagues?
____________________________
Educator’s Name
________________________________
Educator’s Signature
__________________________
Date PDP Submitted
Professional Development Team Members ____________________________________
Member Name/Title ____________________________________
Member Name/Title ____________________________________
Member Name/Title
___________________________________________
Signature ___________________________________________
Signature ___________________________________________
Signature
___________________________________
Date PDP Approved/Not Approved ___________________________________
Date PDP Approved/Not Approved ___________________________________
Date PDP Approved/Not Approved
- 106 -
Appendix B-Part 2
Do This Section While You Are Implementing Your Plan for Your Annual Review YEAR ONE Educator
PDP Component Yes A.
No
PDP Team Yes
Comments No
By Team Members
DOCUMENTATION OF ANNUAL REVIEW OF THE PLAN: • Have you filled in completion dates for goals and activities completed this year? •
Have you described any revisions in your goals, objectives or activities?
____________________________
Educator’s Name
________________________________
Educator’s Signature
__________________________
Date PDP Submitted
Professional Development Team Members ____________________________________
Member Name/Title ____________________________________
Member Name/Title ____________________________________
Member Name/Title
___________________________________________
Signature ___________________________________________
Signature ___________________________________________
Signature
___________________________________
Date Approved/Not Approved ___________________________________
Date Approved/Not Approved ___________________________________
Date Approved/Not Approved
- 107 -
Appendix B-Part 2
Do This Section While You Are Implementing Your Plan for Your Annual Review YEAR TWO Educator
PDP Component Yes B.
No
PDP Team Yes
Comments No
By Team Members
DOCUMENTATION OF ANNUAL REVIEW OF THE PLAN: • Have you filled in completion dates for goals and activities completed this year? •
Have you described any revisions in your goals, objectives or activities?
____________________________
Educator’s Name
________________________________
Educator’s Signature
__________________________
Date PDP Submitted
Professional Development Team Members ____________________________________
Member Name/Title ____________________________________
Member Name/Title ____________________________________
Member Name/Title
___________________________________________
Signature ___________________________________________
Signature ___________________________________________
Signature
___________________________________
Date Approved/Not Approved ___________________________________
Date Approved/Not Approved ___________________________________
Date Approved/Not Approved
- 108 -
Appendix B-Part 2
Do This Section While You Are Implementing Your Plan for Your Annual Review YEAR THREE Educator
PDP Component Yes C.
No
PDP Team Yes
Comments No
By Team Members
DOCUMENTATION OF ANNUAL REVIEW OF THE PLAN: • Have you filled in completion dates for goals and activities completed this year? •
Have you described any revisions in your goals, objectives or activities?
____________________________
Educator’s Name
________________________________
Educator’s Signature
__________________________
Date PDP Submitted
Professional Development Team Members ____________________________________
Member Name/Title ____________________________________
Member Name/Title ____________________________________
Member Name/Title
___________________________________________
Signature ___________________________________________
Signature ___________________________________________
Signature
___________________________________
Date Approved/Not Approved ___________________________________
Date Approved/Not Approved ___________________________________
Date Approved/Not Approved
- 109 -
Appendix B-Part 3
Do This Section After Completion Of The PDP Activities/Objectives at the Conclusion of the 5-year Plan Educator
PDP Component Yes
No
PDP Team Yes
Comments No
By Team Members
A. SUCCESSFUL COMPLETION OF THE PDP •
Did you note the completion dates of each activity?
•
Did you provide evidence of collaboration activities?
•
Did you include a summary and reflection statement?
•
Did you provide documentation and analysis of your professional growth toward the Wisconsin Educator Standards?
•
Did you include documentation and data that your goal impacted student learning? ____________________________
Educator’s Name
________________________________
Educator’s Signature
__________________________
Date PDP Submitted
Professional Development Team Members ____________________________________
Member Name/Title ____________________________________
Member Name/Title ____________________________________
Member Name/Title
___________________________________________
Signature ___________________________________________
Signature ___________________________________________
Signature
___________________________________
Date PDP Approved/Not Approved ___________________________________
Date PDP Approved/Not Approved ___________________________________
Date PDP Approved/Not Approved
- 110 -
Appendix C FORM FORDOCUMENTATION OF ANNUAL REVIEW FOR LICENSURE CYCLE
REFLECTION
______________________ Educator’s Name
REVISION
_____________________ _____________________ Educator’s Signature Date of Revision
Initial/Professional Development Team Members _____________________ Member Name/Title
_____________________ Signature
_____________________ Date of Team Not/Approval
_____________________ Member Name/Title
_____________________ Signature
_____________________ Date of Team Not/Approval
_____________________ Member Name/Title
_____________________ Signature
_____________________ Date of Team Not/Approval
- 111 -
