Creating a Quality PDP Workshop Guide CESA #9

Creating a Quality PDP Workshop Guide CESA #9 Step I. Self Reflect Self Reflection is the first step to writing a PDP. All good educators regularly engage in self-reflection - a process of self-examination and self-evaluation. For the PDP process, the self-reflection involves an analysis of the relationship between student learning and the educator s professional practice. It forms a foundation for the Professional Development Plan. The depth of reflection may be enhanced by the use of: 1. Probing Questions: What am I noticing about my effectiveness? How impactful am I being with effecting student learning? How well do I meet the expectations of the Wisconsin Educator Standards (teacher, administrator, pupil services)? What is my vision of quality and how do I measure up? 2. Feedback: student work samples and assessment results; observation data from mentors, coaches, peers, or supervisors; student, parent and/or community surveys 3. Rubrics: Based on the Wisconsin Educator Standards and other quality indicators of effective practice for teachers, administrators, or pupil services personnel Step II. Create PDP A. Description of School and Teaching, Administrative, or Pupil Services Situation The initial educator must provide the context for the Professional Development Plan. This description summarizes carefully selected demographic information relevant to the initial educator s teaching, pupil services, or administrative situation. This information allows the Professional Development Plan Team to clearly understand the initial educator s school or district and its culture. The following information must be included in this section of the Professional Development Plan: a description of the initial educator s teaching, pupil services, or administrative position; the number of years the initial educator has taught, been in pupil services, or been an administrator; a description of the school setting (urban, suburban, or rural); the ethnic, special needs, and socioeconomic diversity of the school population; and building or district goals. Example: I have just finished my first year of teaching at Wisconsin Middle School. This year I taught U.S. history and world geography. Wisconsin Middle School uses a thematic, integrated approach. I team teach regularly with a reading/language arts teacher. Wisconsin Middle School is an urban middle school. Located in a major metropolitan area, Wisconsin Middle School s student population is very diverse. The demographics of the school are as follows: 64 percent African American, 18 percent Hispanic, and 12 percent white. Nineteen percent of the school population is designated special needs. Forty-eight percent of the students qualify for free or reduced lunch. Wisconsin Middle School serves 650 students in grades six to eight. The goal of our middle school social studies program is to educate students to become informed citizens with the skills necessary for active participation in social, civic, and political processes and to help them to appreciate the values and beliefs that characterize citizens in a democratic society. Tel: (715) 453-2141 or jwerner@cesa9.k12.wi.us Page 1 of 8

Sample I am a regular education kindergarten teacher in the (name of district, school name). I work on a team of four kindergarten teachers and together we plan content instruction. At my school, grade levels are broken up into three wings, a Pre-Kindergarten through Second Grade wing, a Third through Fifth Grade wing, and a Sixth through Eighth Grade wing. Each teacher works within a grade-level teaching team. This is my first year in education and my first year working in my current teaching position. I am working on a PDP to advance my Wisconsin license. I work in a rural setting. The district that I work in serves students in four-year-old-kindergarten through eighth grade. The school serves approximately 500 students. My district has an enrollment of 7% minority, 41.4% free and reduced lunch, and 10% disabled. The mission of our school district is to help our students to learn and grow so that they can contribute in our society. A. Double Check 1. Did you include a description of your teaching, pupil services or administrative position? 2. Did you include the number of years you have taught, been an administrator, or been in pupil services? 3. Did you include whether the school is located in an urban, suburban, or rural setting? 4. Did you include the ethnic, special needs, and socioeconomic makeup of the school population? 5. Did you include your building goals/mission and/or district goals? B. Description of the Goal(s) to Be Addressed The initial educator s goal must be informed by self-reflection and be aligned with two or more of the Wisconsin Educator Standards. The initial educator s goal must describe how movement toward and attainment of the goal(s) will: impact professional growth; and impact student learning. Initial educators are encouraged to write goals that are broad in scope so that changes in circumstances will not necessitate the writing of a new goal. It is recommended that the following stem be used: I will (research, study, learn, analyze, apply, etc.) so that (describe the potential effect on student learning.) Teacher example: I will research, implement, and evaluate a balanced literacy program in my classroom with emphasis on guided reading so that each student will make substantial gains based on beginning and ending assignments and my school s grade-level benchmarks. Pupil services professional example: As part of an implementation team, including the principal, curriculum director, and director of special education, I will increase my knowledge of the Response to Intervention (RtI) program and increase my facilitation skills to assist implementing the RtI program so that teachers are better able to meet the needs of all students by using data to analyze the effectiveness of instruction, identify students needing additional support, provide and assess interventions as needed, leading to greater success for all students. Tel: (715) 453-2141 or jwerner@cesa9.k12.wi.us Page 2 of 8

Administrator example: I will research, develop, and implement an effective, teacher-led evaluation process that focuses on providing interactive and detailed feedback to staff members on the effectiveness of their instructional strategies, classroom management, and curriculum design so that student learning is maximized each year as evidenced by state tests and student grades. Note: There are lots of ways to have your professional growth impact learners. Achievement is one, as summarized by a test score or grade. But consider student knowledge, skills, and dispositions too. Other examples include impacting student engagement, motivation to learn, interest, satisfaction, attitude, feeling of safety, self-directedness, problem-solving skills, belief in effort, communication, etc. Remember, what you put here will be what you build your section D. Plan for Assessing and Documenting Your Goal. Sample I will research and apply effective strategies for reading instruction so that students will increase their use of reading skills and their reading comprehension. Achieving my goal will help me grow professionally because I will be exploring instructional strategies, such as guided reading, which will allow me to create more effective learning experiences for my students. My growth will impact students because they will be applying their reading skills and reading comprehension in all subject areas which will increase their understanding of subject matter. B. Double Check 1. Did you describe how your goal will impact your professional growth? 2. Did you describe how your professional growth will have an effect on student learning? C. Rationale for Your Goal(s): Links to Professional Situation and Wisconsin Educator Standards The initial educator must provide a rationale for the goal(s). A rationale describes the fundamental reasons for the goal. The rationale must be based on reflection and linked to: school and teaching, pupil services, or administrative situation; and Wisconsin Educator Standards (two or more). Sample While I was reflecting on my past school year, I realized that I wanted to have a better grip on my understanding and implementation of reading instruction. I felt that my year was successful, but I would like to have a better understanding of reading instruction to make my teaching more effective. I also am passionate about reading simply because having excellent reading skills will allow students to make deeper connections in all subject areas. Looking at the Wisconsin Teacher Standards, I found standards that matched my area of focus and helped me to think about how being an expert in those standards will affect the quality of my teaching. I established the need to research and apply effective reading instruction based on my reflections of where I am currently as a teacher, and where I would like to be in the future. This goal connects to my position as a kindergarten teacher because reading pervades almost all areas of the classroom. In order to be an effective teacher, I need to have an understanding of content and curriculum (WTS #1) and useful instructional strategies (WTS #4). I am using the PDP process to not only grow and impact learners, but to also advance my license. C. Double Check 1. Does the rationale tell how your goal connects to your school, teaching, administrative, or pupil services situation? (Choose the category that applies to your situation) 2. Did you write out the Wisconsin Educator Standards that you will focus on to meet your goal? (must select two or more) Tel: (715) 453-2141 or jwerner@cesa9.k12.wi.us Page 3 of 8

D. Plan for Assessing and Documenting Your Goal(s) The initial educator must state how he or she will assess movement toward attainment of the goal(s). The assessment plan identifies the methods that will be used to assess professional growth and the effect of the professional growth on student learning. The inclusion of student learning data will strengthen the assessment plan. These data may include state or district assessment results, work samples, targets/benchmarks, and behavioral data such as attendance, tardiness, or office referrals. These data and the initial educator s plans for assessment will provide the evidence needed to verify progress toward meeting the articulated goal(s). Note: Consider again, your goal statement, and, your selected Wisconsin Educator Standards. What would be evidence that you grew (i.e. changed, improved, became more proficient) in the standards you identified? Consider the information you would gather (what, how, when, where, by/with whom) in an ongoing way that would help determine that growth. This becomes your method(s) for assessing and documenting your professional growth. Examples may include things like: case studies of particular students, use of instructional strategies, impact analysis and a reflection of growth; student portfolio samples with notes on what learning is evident and how professional growth impacted the learning represented; observations from peers, notes of conferencing discussions and a reflection on growth and student impact; a pre, and then periodic self-evaluations from the WTS rubrics; checklists, surveys, charts; and classroom assessment data and analysis. Sample The methods I will use to determine my personal growth will be the use of a professional reflection journal and self-assessment of my teaching through the professional standards rubrics. First, I will use my professional reflection journal to document what I am learning through my research of effective strategies for reading instruction, what I am executing in my classroom, and what effect I see. I will be sure to write in my journal monthly and I will reflect on the successes and the challenges that I have experienced. I will use this journal to show the growth I have made. Second, I will self-assess my teaching through the professional standards rubrics for the standards I identified, by noting where I believe that I am, currently, as a teacher. Each year, I will turn to the rubric to see what progress I have made in my growth as an educator and where I need to go to continue in my growth. The methods I will use to determine the effect of my growth on student learning will be the use of reading assessments and anecdotal records of the reading skills and comprehension skills students employ. First, I will use the reading assessments quarterly to observe student growth in their use of reading skills and comprehension. Second, I will use anecdotal records bi-weekly to observe and note what skills students are learning and what skills they still need to practice. I will keep documentation of this data and monitor and reflect on student growth, trends and patterns that will help me make instructional decisions. Both reading assessments and anecdotal records will help me explore how my growth is impacting students.. Tel: (715) 453-2141 or jwerner@cesa9.k12.wi.us Page 4 of 8

D. Double Check 1. Did you include in the plan the anticipated methods you will use to assess your professional growth? 2. Did you include in the plan the anticipated methods you will use to assess the effect on student learning? E. Plan to Meet the Goal(s): Objectives, Activities, Timeline, and Plan for Collaboration The Professional Development Plan must include objectives, activities, a timeline that extends through multiple years of the licensure cycle, and a plan for collaboration. Objectives: Objectives are the anticipated observable and verifiable results of actions. Goals answer the question, Where do I want to go? Objectives address the question, How do I get there? An objective is verifiable if its realization can be confirmed or substantiated by another individual. Objectives describe how an initial educator s goal promotes professional growth and how that professional growth will have an effect on student learning. The completion of objectives should result in the accomplishment of the goal(s). Description of Activities and Timeline: The Professional Development Plan must contain a description of professional development activities that align specifically with the articulated goal(s) and objectives. Initial educators may select activities from a wide array of professional development endeavors. Some professional development is completed in less than one year and some may take more than one year to complete. Activities may include but are not limited to: meeting with a mentor; meeting with accomplished people in education or other fields who share extensive knowledge with the initial educator over an extended period of time; shadowing accomplished people in education or other fields as they work, making notes of instructional practices and/or subject knowledge for future use in the classroom; meeting with education leaders or accomplished people in education or in other fields for feedback as the initial educator begins to apply knowledge and skills to student learning; completing a university or technical college course, summer seminar, summer institute, or distancelearning course related to the goal; trying a new instructional approach and documenting the results; attending scheduled sessions that will advance professional growth; attending or presenting at a state or national conference or participating in a national web-talk that advances professional growth; participating in study groups that provide additional information or collegial support; participating in professional readings, viewing of videos, and web-site searches to locate and record new content knowledge, resources, and instructional strategies that can be used in the classroom or educator setting; modifying instruction and analyzing student work for progress; and engaging in action research. The Professional Development Plan must include a timeline for activities that extend through multiple years of the licensure cycle. A general description of activities and an anticipated timeline for said activities must be included in the Professional Development Plan. A certain level of specificity is necessary, however, so the Professional Development team may accurately understand the goal(s), plans to accomplish the goal(s), and the approximate timeline for Professional Development Plan completion. Tel: (715) 453-2141 or jwerner@cesa9.k12.wi.us Page 5 of 8

Collaboration: An initial educator must include collaboration in his or her plan. Collaboration may be with professional peers, higher education representatives, members of professional organizations, or a mentor. The initial educator must indicate with whom he or she will collaborate while working on the plan. Evidence of this collaboration must be documented and included with the completed plan when it is submitted for verification. Examples of collaboration with professional peers may include but are not limited to: meeting with colleagues on a regular basis to share notes, get ideas, or gather feedback; working with other educators on similar activities and objectives; and/or conferencing with a master educator in teaching, pupil services, or administration, who can provide ongoing feedback throughout the year. Reminder: Objectives, Activities, Timelines, and Collaboration can be revised after PDP Goal Approval. Before each Annual Review, please revise any activities, timelines, or collaboration outlined in your plan, and fill in any completion dates for the activities you ve finished. For now, do your best job to write a quality plan and revise as you progress through the process. Remember: Timelines should span the duration of the PDP and be included for each Activity. Collaboration should be included, but are not required for each Activity. Fill in completion dates at the time of completion of activities or by each Annual Review. Sample Objective: 1 Revision Date: Jun-24-2009, 01:41 PM I will research effective strategies for reading instruction. Activities: 1. Explore professional resources on effective strategies for reading instruction Timeline: Annually 2009, 2010, 2011, 2012 Collaboration: 2. Observe Title 1 reading teacher use of reading interventions with students Timeline: School Year 2009-2010 Collaboration: Title 1 Teacher 3. Participate in a workshop about reading instruction Timeline: Fall Semester 2010 Collaboration: Participants at workshop Objective: 2 Revision Date: Jun-24-2009, 01:34 PM I will apply effective strategies for reading instruction. Activities: 1. Create literacy centers for reading instruction Timeline: School Year 2010-2011 Collaboration: Teachers using literacy centers Tel: (715) 453-2141 or jwerner@cesa9.k12.wi.us Page 6 of 8

2. Reflect on the effectiveness of literacy centers Timeline: School Year 2010-2011 Collaboration: 3. Develop lesson plans that effectively teach reading skills to students Timeline: Annually 2009, 2010, 2011, 2012 Collaboration: Kindergarten teachers, Reading specialist Objective: 3 Revision Date: Jun-24-2009, 01:41 PM Students will increase use of reading skills and will increase reading comprehension. Activities: 1. Construct targets for anecdotal records to observe student skills in reading Timeline: Spring 2010 Collaboration: Kindergarten teachers 2. Administer reading assessments Timeline: Quarterly 2009, 2010, 2011, 2012 Collaboration: Kindergarten Teachers 3. Manage bi-weekly anecdotal records on student reading skills Timeline: 2010, 2011, 2012 Collaboration: E. Double Check 1. Did you include objectives that directly address the goal? 2. Did you include objectives that are observable and verifiable? 3. Did you align your with your goal and objectives? 4. Did you extend the activities through multiple years of the licensure cycle? 5. Did you state a timeline for completing the activities? 6. Did you include collaboration with others in your plan? Step 3: Annual Review(s) Due by June 30 th, all years of PDP except 1 st and last Annual Reviews are required each year of the PDP except the first and final year of the PDP. The Annual Review is for personal reflection and does not get submitted to a review team. However, PDP Final Verification review team members will view the Annual Review documentation and verify it was completed at the end of the PDP cycle. For the Annual Review, complete the following: 1) Make any needed changes to PDP Objectives, Activities, Timeline, Collaboration, 2) Fill in completion dates for any completed activities, 3) Write up required components, 4) and Self Assess Annual Tel: (715) 453-2141 or jwerner@cesa9.k12.wi.us Page 7 of 8

Review Components using the checklist items. These steps must ALL be completed no later than June 30 th for each year an Annual Review is required for your PDP term. Self Assess each Annual Review For: Did you include a reflection of how you grew professionally in the standards you identified? Did you include a reflection of how your professional growth had an effect on student learning? Did you include any revisions in your objectives or activities if they were needed? Step 4: Final Verification of PDP Reviewers will be rating the following: Did he/she provide 3-5 pieces of evidence and a detailed description of each? Did he/she include a description of how his/her evidence verifies his/her professional growth? Did he/she include a description of how his/her evidence verifies the effect of his/her professional growth on student learning? Did he/she include a summary and reflection of how he/she grew professionally in the Wisconsin Educator Standards identified in his/her plan? Did he/she include a summary and reflection of how his/her professional growth had an effect on student learning? Did he/she include a summary and reflection of how he/she collaborated with others? Did he/she fill in completion dates for all objectives and activities? PDP content support: Jayne Werner, CESA #9 (jwerner@cesa9.k12.wi.us) PDP and QEI technical assistance: John Fischer, AWSA, johnfischer@awsa.org (608.729.6655) or qei@uwex.edu Licensing: Mary Benzine, DPI mary.benzine@dpi.gov.wi, 608.266.0954 Tel: (715) 453-2141 or jwerner@cesa9.k12.wi.us Page 8 of 8