Professional Development Electronic Plan for Teachers

Transcription

1 1 Professional Development Electronic Plan for Teachers PI Early Childhood through Middle Childhood Levels Ages Birth through 8 Ages Birth through 11 Regular Education Special Education PI Middle Childhood through Early Adolescence Level Ages 6 through 12 or 13 Regular Education Special Education PI Early Adolescence through Adolescence Level Ages 10 through 21 Regular Education Special Education

2 2 PI34 Professional Development Electronic Plan for Wisconsin Teacher Educators 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 Teacher...9 Beginning the Electronic Professional Development Plan Step I Self Reflection Verification. 51 Step II Writing the Plan.52 Step III Annual Review of the PDP...74 Step IV Successful Completion of the PDP...91 Appendix A: License Renewal Plan Format Appendix B: Review Checklist 103

3 3 PI 34 Wisconsin License Standards

4 4 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. The pupil services professional understands the teacher standards under s. Pl The pupil services professional understands the complexities of learning and knowledge of comprehensive, coordinated practice strategies that support pupil learning, health, safety and development. 3. 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. 4. The pupil services professional understands and represents professional ethics and social behaviors appropriate for school and community. 5. The pupil services professional understands the organization, development, management and content of collaborative and mutually supportive pupil services programs within educational settings. 6. 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. 7. 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. The administrator has an understanding of and demonstrates competence in the teacher standards under s. Pl 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 development. 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.

5 5 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 Renewal Cycle PDT Composition Initial Educator Minimum of three years and Initial Educator Team for teachers and maximum of five years 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

6 6 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 1 st 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 1 st. 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.

7 7 PRESENT LICENSURE STAGE: Professional Development Outline Initial Professional Master LICENSURE STAGE SOUGHT: Professional Master PROFESSIONAL LICENSURE CATEGORY: Teacher Administrator 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:

8 8 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.) 1: Plan Development SUBMISSION SEQUENCE OF THE PROFESSIONAL DEVELOPMENT PLAN FOR LICENSE RENEWAL 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.

9 9 Self Reflection Teacher

10 10 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 selfidentified 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 selfreflection. Please refer to the next page for the Teacher Self Reflection Tool. Once completed, go to the next section for entrance to the epdp.

11 11 Teacher Self Inventory: Reflection PI34 Introduction In order to reflect upon your performance according to the Wisconsin Teacher Standards, the following self-inventory has been designed. It is organized to demonstrate the interrelationship among the ten Wisconsin Teacher Standards and the complexity of teaching performances so as to provide descriptive levels that add quality to assessing one s professional growth. The assessment is adapted from the work of Charlotte Danielson (Improving professional practice: A framework for teaching, ASCD, 1996). Each of the ten Wisconsin Standards is clustered and aligned within the components of four broad teaching domains: Planning & Preparation; Classroom Environment; Instruction and; Professional Responsibilities. Each component includes elements (descriptions) that outline performance levels that can be assessed for each teacher. In this way, each teacher may analyze his/her current performance against teacher standards as represented in the descriptions. When choosing areas for growth, it is important to create rationales and goals that truly represent the teaching reality versus simply picking a random standard as a goal. Directions: 1. Read through the pages of each domain. As you read, highlight with a marker your level of performance at this current time. Upon completion, return to the Identification of Areas of Strength and Growth, page, and rate yourself according to your self inventory by checking where you ranked yourself in each area. 2. Create a reflection plan using the Teacher Professional Growth Reflections, page. Provide a rationale that describes concrete examples of your self inventory. (Example: I rated myself at the Awareness/Application level on Domain 1a because I only had one advanced course in mathematics and do not have the deep understanding of algebra or geometry that could connect the student with real world examples or creative applications. I think I need more content knowledge and experience to demonstrate management or refinement in this area.) 3. Decide on which standards you will be addressing while working towards this goal as well as which standards you already see as your strengths. You may want to page through the reflection tool and see how many points you earned for each standard. Remember that it is ok to have your goal include more than one standard. The minimum that must be covered is. Modified from Charlotte Danielson, Improving Professional Practice: A framework for teaching, ASCD, 1996

12 12 Domain/Components Wisconsin Teacher Standards Domain I: Planning & Preparation 1a. Demonstrating knowledge of content 1,7 1b. Knowledge of students 2,3,7,8 1c. Selecting instructional goals 2,7 1d. Demonstrating knowledge of resources 4,7,10 1e. Designing coherent instruction 1,4,5,7 1f. Assessing Student Learning 2,8 Domain II: Classroom Environment 2a. Creating an environment of respect & rapport 3,5 2b. Establishing a culture for learning 3,5 2c. Managing classroom procedures 3,5,6,7,9 2d. Managing student behavior 3,5,6,9 2e. Organizing Physical Space 4,5,9 Domain III: Instruction 3a. Communicating clearly & accurately 4,5,6,9 3b. Using questioning & discussion techniques 2,3,4 3c. Engaging students in learning 1 7 3d. Providing feedback to students 2,3,5,8 3e. Demonstrating flexibility & responsiveness 3,4,7 Domain IV: Professional Responsibilities 4a. Reflecting on teaching 8,9 4b. Maintaining accurate records 8,9,10 4c. Communicating with families 8,10 4d. Contributing to the school & district 9,10 4e. Growing & developing professionally 2,9,10 4f. Showing professionalism 2,9,10 Modified from Charlotte Danielson, Improving Professional Practice: A framework for teaching, ASCD, 1996.

13 13 SELF-INVENTORY MODEL FOR PROFESSIONAL DEVELOPMENT I. PLANNING AND PREPARATION A. Demonstrating Knowledge of Content (Standards 1, 7) B. Demonstrating Knowledge of Students (Standards 2, 3, 7, 8) C. Selecting Instructional Goals (Standards 2, 7) D. Demonstrating Knowledge of Resources (Standards 4, 7, 10) E. Designing Coherent Instruction (Standards 1, 4, 5, 7) F. Assessing Student Learning (Standards 2, 8) II. THE CLASSROOM ENVIRONMENT A. Creating an Environment of Respect and Rapport (Standards 3, 5) B. Establishing a Culture for Learning (Standards 3, 5) C. Managing Classroom Procedures (Standards 3, 5, 6, 7, 9) D. Managing Student Behavior (Standards 3, 5, 6, 9) E. Organizing Physical Space (Standards 4, 5, 9) III. INSTRUCTION A. Communicating Clearly and Accurately (Standards 4, 5, 6, 9) B. Using Questioning and Discussion Techniques (Standards 2, 3, 4) C. Engaging Students in Learning (Standards 1, 2, 3, 4, 5, 6, 7) D. Providing Feedback to Students (Standards 2, 3, 5, 8) E. Demonstrating Flexibility and Responsiveness (Standards 3, 4, 7) IV. PROFESSIONAL RESPONSIBILITIES A. Reflecting on Teaching (Standards 8, 9) B. Maintaining Accurate Records (Standards 8, 9, 10) C. Communicating with Families (Standards 8, 10) D. Contributing to the School and District (Standards 9, 10) E. Growing and Developing Professionally (Standards 2, 9, 10) F. Showing Professionalism (Standards 2, 9, 10) Modified from Charlotte Danielson, Improving Professional Practice: A framework for teaching, ASCD, 1996

14 14 IDENTIFICATION OF AREAS OF STRENGTH AND GROWTH (It may be easier if this is pulled out and used while you reflect) Domain/Components Wisconsin Teacher Standards Domain I: Planning & Preparation 1a. Demonstrating knowledge of content 1, 7 1b. Knowledge of students 2, 3, 7, 8 1c. Selecting instructional goals 2, 7 1d. Demonstrating knowledge of resources 4, 7, 10 1e. Designing coherent instruction 1, 4, 5, 7 1f. Assessing Student Learning 2, Domain II: Classroom Environment 2a. Creating an environment of respect & 3, 5 rapport 2b. Establishing a culture for learning 3, 5 2c. Managing classroom procedures 3, 5, 6, 7, 9 2d. Managing student behavior 3, 5, 6, 9 2e. Organizing Physical Space 4, 5, 9 Domain III: Instruction 3a. Communicating clearly & accurately 4, 5,6, 9 3b. Using questioning & discussion techniques 2, 3, 4 3c. Engaging students in learning 1 7 3d. Providing feedback to students 2, 3, 5, 8 3e. Demonstrating flexibility & responsiveness 3, 4, 7 Domain IV: Professional Responsibilities 4a. Reflecting on teaching 8, 9 4b. Maintaining accurate records 8, 9, 10 4c. Communicating with families 8, 10 4d. Contributing to the school & district 9, 10 4e. Growing & developing professionally 2, 9, 10 4f. Showing professionalism 2, 9, 10 Possible Totals for Standards: Standard 1: /9 Standard 2: /24 Standard 3: /27 Standard 4: /21 Standard 5: /27 Standard 6: /12 Standard 7: /24 Standard 8: /18 Standard 9: /27 Standard 10: /18 Modified from Charlotte Danielson, Improving Professional Practice: A framework for teaching, ASCD, 1996

15 15 Element A: Demonstrating Knowledge of Content: Wisconsin Teacher Standards: I. PLANNING AND PREPARATION 1. The teacher understands the central concepts, tools of inquiry, and structures of the disciplines he or she teaches and can create learning experiences that make these aspects of subject matter meaningful for pupils. 7. The teacher organizes and plans systematic instruction based upon knowledge of subject matter, pupils, the community, and curriculum goals. Level of Professional Development Element Knowledge of content I display basic content knowledge but cannot articulate connections with I display solid content knowledge and make connections between the I display extensive content knowledge, with evidence of continuing pursuit of such other parts of the discipline or with other disciplines. content and other parts of the knowledge. discipline and other Knowledge of prerequisite relationships I indicate some awareness of prerequisite learning, although such knowledge may be incomplete or inaccurate. Knowledge of content- I display basic pedagogical related pedagogy knowledge but do not anticipate student misconceptions. disciplines. My plans and practices reflect understanding of prerequisite relationships among topics and concepts. My pedagogical practices reflect current research on best pedagogical practice within the discipline but without anticipating student misconceptions. I actively build on knowledge of prerequisite relationships when describing instruction or seeking causes for student misunderstanding. I displays continuing search for best practice and anticipates students misconceptions. Add up your total points for each column. This is your score for both standards covered in this domain. Record totals below. Standard 1: Standard 7: Modified from Charlotte Danielson, Improving Professional Practice: A framework for teaching, ASCD, 1996

16 16 I. PLANNING AND PREPARATION Elements B: Demonstrating Knowledge of Students: Wisconsin Teacher Standards: 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. 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. Level of Professional Development Element I display generally accurate knowledge of developmental characteristics of age group. Knowledge of characteristics of age group Knowledge of students varied approaches to learning Knowledge of students skills and knowledge Knowledge of students interests and cultural heritage I display general understanding of the different approaches to learning that students exhibit. I display thorough understanding of typical developmental characteristics of age groups as well as exceptions to general patterns. I displays solid understanding of the different approaches to learning that different students exhibit. I recognize the value of I displays knowledge understanding students skills of students skills and and knowledge but display knowledge for groups of this knowledge for the class students and recognizes the only as a whole. value of this knowledge. I recognize the value of understanding students interests or cultural heritage but display this knowledge for the class only as a whole. I display knowledge of the interests or cultural heritage of groups of students and recognize the value of this knowledge. I display knowledge of typical developmental characteristics of age group, exceptions to the patterns, and the extent to which each student follows the patterns. I use, where appropriate, knowledge of students varied approaches to learning in instructional planning. I display knowledge of students skills and knowledge for each student, including those with special needs. I display knowledge of the interests or cultural heritage of each student. Add up your total points for each column. This is your score for all the standards covered in this domain. Record totals below. Standard 2: Standard 3: Standard 7: Standard 8: Modified from Charlotte Danielson, Improving Professional Practice: A framework for teaching, ASCD, 1996

17 17 I. PLANNING AND PREPARATION Element C: Selecting Instructional Goals: Wisconsin Teacher Standards: 2. The teacher understands how children with broad ranges of ability learn and provides instruction that supports their intellectual, social, and personal development. 7. The teacher organizes and plans systematic instruction based upon knowledge of subject matter, pupils, the community, and curriculum goals. Level of Professional Development Element Goals value Goals are moderately valuable in either their expectations or conceptual Goals are valuable in their level of expectations, conceptual understanding, Not only are the goals valuable but I can also clearly articulate how goals understanding for students and in importance of learning. and importance of learning. establish high expectations and relate curriculum frameworks and standards. Goals clarity Suitability for diverse students Balance Goals are only moderately clear or include a combination of goals and activities. Some goals do not permit viable methods of assessment. Most of the goals are suitable for most students in the class. Goals reflect several types of learning but no effort at coordination or integration. Most goals are clear but may include a few activities. Most permit viable methods of assessment. All the goals are clear, written in the form of student learning, and permit viable methods of assessment. All the goals are suitable for Goals take into account the most students in the class. varying learning needs of individual students or groups. Goals reflect several different types of learning and opportunities for integration. Goals reflect student initiative in establishing important learning. Add up your total points for each column. This is your score for both standards covered in this domain. Record totals below. Standard 2: Standard 7: Modified from Charlotte Danielson, Improving Professional Practice: A framework for teaching, ASCD, 1996

18 18 I. PLANNING AND PREPARATION Element D: Demonstrating Knowledge of Resources: Wisconsin Teacher Standards: 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. 7. The teacher organizes and plans systematic instruction based upon knowledge of subject matter, pupils, the community, and curriculum goals. 10. The teacher fosters relationships with school colleagues, parents, and agencies in the larger community to support pupil learning and well being and who acts with integrity, fairness and in an ethical manner. Level of Professional Development Element I display limited awareness I am fully aware of all of resources available resources available through through the school or the school or district. district. Resources for teaching Resources for students I display limited awareness of resources available through the school or district. I is fully aware of all resources available through the school or district and knows how to gain access for students. In addition to being aware of school and district resources, I actively seek other materials to enhance instruction, for example, from professional organizations or through the community. In addition to being aware of school and district resources, I am aware of additional resources available through the community. Add up your total points for each column. This is your score for all the standards covered in this domain. Record totals below. Standard 4: Standard 7: Standard 10: Modified from Charlotte Danielson, Improving Professional Practice: A framework for teaching, ASCD, 1996

19 19 I. PREPARATION AND PLANNING Element E: Designing Coherent Instruction: Wisconsin Teacher Standards: 1. The teacher understands the central concepts, tools of inquiry, and structures of the disciplines he or she teaches and can create learning experiences that make these aspects of subject matter meaningful for pupils. 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 selfmotivation. 7. The teacher organizes and plans systematic instruction based upon knowledge of subject matter, pupils, the community, and curriculum goals. Level of Professional Development Element Learning activities Only some of the learning Most of the learning activities Learning activities are highly activities are suitable to students or instructional goals. Progression of activities in the unit is uneven, and only some activities reflect recent professional research. are suitable to students and instructional goals. Progression of activities in the unit is fairly even, and most activities reflect recent professional research. relevant to students and instructional goals. They progress coherently, producing a unified whole and reflect recent professional research. Instructional materials and resources Instructional groups Some of the materials and resources support the instructional goals, and some engage students in meaningful learning. Instructional groups are inconsistent in suitability to the instructional goals and offer minimal variety. All materials and resources support the instructional goals and most engage students in meaningful learning. Instructional groups are varied, as appropriate to the different instructional goals. All materials and resources support the instructional goals and most engage students in meaningful learning. There is evidence of student participation in selection or adapting materials. Instructional groups are varied, as appropriate to the different instructional goals. There is evidence of student choice in selecting different patterns of instructional groups.

20 20 Lesson and unit structure The lesson or unit has a recognizable structure, although the structure is not uniformly maintained throughout. Most time allocations are reasonable. The lesson or unit has a clearly defined structure that activities are organized around. Time allocations are reasonable. The lesson s or unit s structure is clear and allows for different pathways according to student needs. Add up your total points for each column. This is your score for all the standards covered in this domain. Record totals below. Standard 1: Standard 4: Standard 5: Standard 7: Modified from Charlotte Danielson, Improving Professional Practice: A framework for teaching, ASCD, 1996.

21 21 Element F: Assessing Student Learning: Wisconsin Teaching Standards: I. PREPARATION AND PLANNING 2. The teacher understands how children with broad ranges of ability learn and provides instruction that supports their intellectual, social, and personal development. 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. Level of Professional Development Element Some of the instructional All the instructional goals are goals are assessed through the nominally assessed through proposed approach, but many are not. Congruence with instructional goals the proposed plan, but the approach is more suitable to some goals than to others. Criteria and standards Assessment criteria and Assessment criteria and standards have been standards are clear and have developed, but they are either been clearly communicated not clear or have not been to students. clearly communicated to students. Use for planning I use assessment results to plan for the class as a whole. I use assessment results to plan for individuals and groups of students. The proposed approach to assessment is completely congruent with the instructional goals both in content and process. Assessment criteria and standards are clear and have been clearly communicated to students. There is evidence that students contributed to the development of the criteria and standards. Students are aware of how they are meeting the established standards and participate in planning the next steps. Add up your total points for each column. This is your score for both standards covered in this domain. Record totals below. Standard 2: Standard 8: Modified from Charlotte Danielson, Improving Professional Practice: A framework for teaching, ASCD, 1996

22 22 II. THE CLASSROOM ENVIRONMENT Element A: Creating an Environment of Respect and Rapport: Wisconsin Teacher Standards: 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. 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 selfmotivation. Level of Professional Development Element Teacher-student interactions Teacher-student interactions are generally appropriate but are friendly and demonstrate may reflect occasional general warmth, caring, and inconsistencies, favoritism, respect. Such interactions or disregard for students are appropriate to cultures. Students exhibit developmental and cultural only minimal respect for norms. Students exhibit teacher. respect for teacher. Teacher interaction with students Student interactions Students do not demonstrate negative behavior toward one another. Student interactions are generally polite and respectful. I demonstrate genuine caring and respect for individual students. Students exhibit respect for teacher as an individual beyond that for the role. Students demonstrate genuine caring for one another as individuals and as students. Add up your total points for each column. This is your score for both standards covered in this domain. Record totals below. Standard 3: Standard 5: Modified from Charlotte Danielson, Improving Professional Practice: A framework for teaching, ASCD, 1996.

23 23 II. THE CLASSROOM ENVIRONMENT Elements B: Establishing a Culture for Learning Wisconsin Teacher Standards: 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. 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 selfmotivation. Level of Professional Development Element I communicates importance I convey genuine enthusiasm of the work but with little for the subject, and students conviction and only minimal demonstrate consistent apparent buy-in by the commitment to its value. students. Importance of the content Student pride in work Students minimally accept Students accept teacher the responsibility to do good insistence on work of high work but invest little of their quality and demonstrate energy in the quality of the pride in work. work. Expectations for learning and achievement Instructional goals and activities, interactions, and the classroom environment convey inconsistent expectations for student achievement. Instructional goals and activities, interactions, and the classroom environment convey high expectations for student achievement. Students demonstrate through their active participation, curiosity, and attention to detail that they value the content s importance. Students take obvious pride in their work and initiate improvements in it, for example, by revising drafts on their own initiative, helping peers, and ensuring that high-quality work is displayed. Both student and I establish and maintain through planning of learning activities, interactions, and the classroom environment high expectations for the learning of all students. Add up your total points for each column. This is your score for both standards covered in this domain. Record totals below. Standard 3: Standard 5: Modified from Charlotte Danielson, Improving Professional Practice: A framework for teaching, ASCD, 1996.

24 24 II. THE CLASSROOM ENVIRONMENT Element C: Managing Classroom Procedures: Wisconsin Teaching Standards: 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. 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 selfmotivation. 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. 9. The teacher organizes and plans systematic instruction based upon knowledge of subject matter, pupils, the community, and curriculum goals. Level of Professional Development Element Tasks for group work are Tasks for group work are partially organized, resulting organized, and groups are in some off-task behavior managed so most students are when I am involved with one engaged at all times. group. Management of instructional groups Management of transitions Management of materials and supplies Performance of non- Instructional duties Supervision of volunteers and paraprofessionals Transitions are sporadically efficient, resulting in some loss of instructional time. Transitions occur smoothly with little loss of instructional time. Routines for handling Routines for handling materials and supplies function materials and supplies occur moderately well. smoothly with little loss of instructional time. Systems for performing noninstructional duties are fairly Efficient systems for efficient, resulting in little loss of instructional time. Volunteers and paraprofessionals are productively engaged during portions of class time but require frequent supervision. performing non-instructional duties are in place resulting in minimal loss of instructional time. Volunteers and paraprofessionals are productively and independently engaged during the entire class. Groups working independently are productively engaged at all times with students assuming responsibility for productivity. Transitions are seamless with students assuming some responsibility for efficient operation. Routines for handling materials and supplies are seamless with students assuming some responsibility for efficient operation. Systems for performing noninstructional duties are well established with students assuming considerable responsibility for efficient operation. Volunteers and paraprofessionals make substantive contribution to the classroom environment.

25 25 Add up your total points for each column. This is your score for all the standards covered in this domain. Record totals below. Standard 3: Standard 5: Standard 6: Standard 7: Standard 9: Modified from Charlotte Danielson, Improving Professional Practice: A framework for teaching, ASCD, 1996

26 26 III. THE CLASSROOM ENVIRONMENT Element D: Managing Student Behavior: Wisconsin Teacher Standards: 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. 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 selfmotivation. 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. 9. The teacher is a reflective practitioner who continually evaluates the effect 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. Level of Professional Development Element Expectations Standards of conduct appear Standards of conduct are to have been established for clear to all students. most situations, and most students seem to understand them. participation. Monitoring of student behavior Response to student misbehavior I am generally aware of student behavior but may miss the activities of some students. I attempts to respond to student misbehavior but with uneven results, or no serious disruptive behavior occurs. I is alert to student behavior at all times. I response to misbehavior is appropriate and successful and respects the student s dignity, or student behavior is generally appropriate. Standards of conduct are clear to all students and appear to have been developed with student Monitoring by teacher is subtle and preventive. Students monitor their own and their peers behavior, correcting one another respectfully. I response to misbehavior is highly effective and sensitive to students individual needs, or student behavior is entirely appropriate. Add up your total points for each column. This is your score for all the standards covered in this domain. Record totals below. Standard 3: Standard 5: Standard 6: Standard 9: Modified from Charlotte Danielson, Improving Professional Practice: A framework for teaching, ASCD, 1996

27 27 II. THE CLASSROOM ENVIRONMENT Element E: Organizing Physical Space: Wisconsin Teacher Standards: 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 selfmotivation. 9. The teacher is a reflective practitioner who continually evaluates the effect 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. Level of Professional Development Element Safety and The classroom is safe, and The classroom is safe, and the The classroom is safe, and arrangement of furniture classroom furniture is adjusted for a lesson, or if necessary, a lesson is adjusted to the furniture but with limited effectiveness. furniture arrangement is a resource for learning activities. students adjust the furniture to advance their own purposes in learning. Accessibility to learning and use of physical resources I use physical resources adequately, and at least essential learning is accessible to all students. I uses physical resources skillfully, and all learning is equally accessible to all students. Both I and students use physical resources optimally, and students ensure that all learning is equally accessible to all students. Add up your total points for each column. This is your score for all the standards covered in this domain. Record totals below. Standard 4: Standard 5: Standard 9: Modified from Charlotte Danielson, Improving Professional Practice: A framework for teaching, ASCD, 1996

28 28 III. INSTRUCTION Element A: Communicating Clearly and Accurately: Wisconsin Teacher Standards: 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 selfmotivation. 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. 9. The teacher is a reflective practitioner who continually evaluates the effect 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. Level of Professional Development Element I directions and procedures I directions and procedures are clarified after initial are clear to students and student confusion or are contain an appropriate level excessively detailed. of detail. Directions and Procedures Oral and written language Teacher s spoken language is audible, and written language is legible. Both are used correctly. Vocabulary is correct but limited or is not appropriate to students ages or backgrounds. Teacher s spoken and written language is clear and correct. Vocabulary is appropriate to students age and interests. Teacher directions and procedures are clear to students and anticipate possible students misunderstanding. Teacher s spoken and written language is correct and expressive with well-chosen vocabulary that enriches the lesson. Add up your total points for each column. This is your score for all the standards covered in this domain. Record totals below. Standard 4: Standard 6: Standard 5: Standard 9: Modified from Charlotte Danielson, Improving Professional Practice: A framework for teaching, ASCD, 1996

29 29 III. INSTRUCTION Element B: Using Questioning and Discussion Techniques: Wisconsin Teacher Standards: 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. Level of Professional Development Element Quality of questions Teacher s questions are a Most of teacher s questions Teacher s questions are of combination of low and high are of high quality. Adequate uniformly high quality with quality. Only some invite time is available for students adequate time for students to response. to respond. respond. Students formulate many questions. Discussion techniques I make some attempt to engage students in a true discussion with uneven results. Student participation I attempt to engage all students in the discussion but with only limited success. Classroom interaction represents true discussions with teacher stepping to the side when appropriate. I successfully engage all students in the discussion. Students assume considerable responsibility for the success of the discussion, initiating topics and make unsolicited contributions. Students themselves ensure that all voices are heard in the discussion. Add up your total points for each column. This is your score for all the standards covered in this domain. Record totals below. Standard 2: Standard 3: Standard 4: Modified from Charlotte Danielson, Improving Professional Practice: A framework for teaching, ASCD, 1996

30 30 III. INSTRUCTION Element C: Engaging Students in Learning: Wisconsin Teacher Standards: 1. The teacher understands the central concepts, tools of inquiry, and structures of the disciplines he or she teaches and can create learning experiences that make these aspects of subject matter meaningful for pupils. 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 selfmotivation. 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. Level of Professional Development Element Representation of Representation of content is Representation of content is Representation of content is content inconsistent in quality. Some appropriate and links well appropriate and links well is done skillfully with good with students knowledge and with students knowledge and examples; other portions are difficult to follow. experience. experience. Students contribute to representation Activities and assignments Some activities and assignments are appropriate to students and engage them mentally but others do not. Most activities and assignments are appropriate to students. Almost all students are cognitively engaged in them. of content. All students are cognitively engaged in the activities and assignments in their exploration of content. Students initiate or adapt activities and projects to enhance understanding.

31 31 Grouping of students Instructional materials and resources Structure and pacing Instructional groups are only partially appropriate to the students or only moderately successful in advancing the instruction of a lesson. Instructional materials and resources are partially suitable to the instructional goals, or students level of mental engagement is moderate. The lesson has a recognizable structure, although it is not uniformly maintained throughout the lesson. Pacing of the lesson is inconsistent. Instructional groups are productive and fully appropriate to students or to the instructional goals of a lesson. Instructional materials and resources are suitable to the instructional goals and engage students mentally. The lesson has a clearly defined structure around which the activities are organized. Pacing of the lesson is inconsistent. Instructional groups are productive and fully appropriate to the instructional goals of a lesson. Students take the initiative to influence instructional groups to advance their understanding. Instructional materials and resources are suitable to the instructional goals and engage students mentally. Students initiate the choice, adaptations, or creation of materials to enhance their own purposes. The lesson s structure is highly coherent, allowing for reflection and closure as appropriate. Pacing of the lesson is appropriate for all students. Add up your total points for each column. This is your score for all the standards covered in this domain. Record totals below. Standard 1: Standard 2: Standard 3: Standard 4: Standard 5: Standard 6: Standard 7: Modified from Charlotte Danielson, Improving Professional Practice: A framework for teaching, ASCD, 1996

32 32 III. INSTRUCTION Element D: Providing Feedback to Students: Wisconsin Teacher Standards: 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. 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 selfmotivation. 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. Level of Professional Development Element Feedback is inconsistent in Feedback is consistently of quality; some elements of high quality. high quality are present; others are not. Quality: accurate, substantive, constructive and specific Timeliness Timeliness of feedback is inconsistent. Feedback is consistently provided in a timely manner. Feedback is consistently of high quality. Provision is made for students to use feedback in their learning. Feedback is consistently provided in a timely manner. Students make prompt use of the feedback in their learning. Add up your total points for each column. This is your score for all the standards covered in this domain. Record totals below. Standard 2: Standard 3: Standard 5: Standard 8: Modified from Charlotte Danielson, Improving Professional Practice: A framework for teaching, ASCD, 1996

33 33 III. INSTRUCTION Element E: Demonstrating Flexibility and Responsiveness: Wisconsin Teacher Standards: 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. 7. The teacher organizes and plans systematic instruction based upon knowledge of subject matter, pupils, the community, and curriculum goals. Level of Professional Development Element Lesson adjustment I attempt to adjust a lesson I make a minor adjustment to I successfully make a major with mixed results. a lesson and the adjustment adjustment to a lesson. occurs smoothly. Response to students I attempts to accommodate students questions or I successfully accommodates students I seize a major opportunity to enhance learning, building interests. The effects on the questions or interests. on a spontaneous event. coherence of a lesson are uneven. Persistence I accept responsibility for the success of all students but have only a limited repertoire of instructional strategies to use. I persist in seeking approaches for students who have difficulty learning, possessing a moderate repertoire of strategies. I persist in seeking effective approaches for students who need help using an extensive repertoire of strategies and soliciting additional resources from the school. Add up your total points for each column. This is your score for all the standards covered in this domain. Record totals below. Standard 3: Standard 4: Standard 7: Modified from Charlotte Danielson, Improving Professional Practice: A framework for teaching, ASCD, 1996

34 34 IV. PROFESSIONAL RESPONSIBILITIES Element A: Reflecting on Teaching: Wisconsin Teaching Standards: 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 effect 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. Level of Professional Development Element Accuracy I have a generally accurate impression of a lesson s effectiveness and the extent to which instructional goals were met. Use in future teaching I make general suggestions about how a lesson may be improved. I make an accurate assessment of a lesson s effectiveness and the extent to which it achieved its goals and can cite general references to support the judgment. I makes a few specific suggestions of what he/she may try another time. I make a thoughtful and accurate assessment of a lesson s effectiveness and the extent to which it achieved its goals, citing many specific examples from the lesson and weighing the relative strength of each. Drawing on an extensive repertoire of skills, the teacher offers specific alternative actions, complete with probable successes of different approaches. Add up your total points for each column. This is your score for all the standards covered in this domain. Record totals below. Standard 8: Standard 9: Modified from Charlotte Danielson, Improving Professional Practice: A framework for teaching, ASCD, 1996

35 35 IV. PROFESSIONAL RESPONSIBILITIES Element B: Maintaining Accurate Records: Wisconsin Teacher Standards: 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 effect 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 who acts with integrity, fairness and in an ethical manner. Level of Professional Development Element Teacher s system for Teacher s system for maintaining information on maintaining information student completion of on student completion of assignments is rudimentary assignments is fully and only partially effective. effective. Student completion of assignments Student progress in learning Noninstructional records Teacher s system for maintaining information on student progress in learning is rudimentary and partially effective. Teacher s records for noninstructional activities are adequate but they require frequent monitoring to avoid error. Teacher s system for maintaining information on student progress in learning is effective. Teacher s system for maintaining information on non-instructional activities is fully effective. Teacher s system for maintaining information on student completion of assignments is fully effective. Students participate in the maintenance of records. Teacher s system for maintaining information on student progress in learning is fully effective. Students contribute information and interpretation. Teacher s system for maintaining information on non-instructional activities, and students contribute to its maintenance. Add up your total points for each column. This is your score for all the standards covered in this domain. Record totals below. Standard 8: Standard 9: Standard 10: Modified from Charlotte Danielson, Improving Professional Practice: A framework for teaching, ASCD, 1996

36 36 IV. PROFESSIONAL RESPONSIBILITIES Element C: Communicating with Families: Wisconsin Teacher Standards: 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. 10. The teacher fosters relationships with school colleagues, parents, and agencies in the larger community to support pupil learning and well being and who acts with integrity, fairness and in an ethical manner. Level of Professional Development Element I participate in the school s I provide frequent activities for parent information to parents, as communication but offer little appropriate, about the additional information. instructional program. Information about the instructional program Information about individual students Engagement of families in the instructional program I adhere to the school s I communicates with required procedures for parents about students communicating to parents. progress on a regular basis Responses to parent concerns and is available as needed to are minimal. respond to parent concerns. I make modest and inconsistently successful attempts to engage families in the instructional program. My efforts to engage families in the instructional program are frequent and successful. I provide frequent information to parents, as appropriate, about the instructional program. Students participate in preparing materials for their families. I provide information to parents frequently on both positive and negative aspects of student progress. Response to parent concerns is handled with great sensitivity. My efforts to engage families in the instructional program are frequent and successful. Students contribute ideas for projects that will be enhanced by family participation. Add up your total points for each column. This is your score for all the standards covered in this domain. Record totals below. Standard 8: Standard 10: Modified from Charlotte Danielson, Improving Professional Practice: A framework for teaching, ASCD, 1996

37 37 IV. PROFESSIONAL RESPONSIBILITIES Element D: Contributing to the School and District: Wisconsin Teaching Standards: 9. The teacher is a reflective practitioner who continually evaluates the effect 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 who acts with integrity, fairness and in an ethical manner. Level of Professional Development Element I maintain cordial Support and cooperation relationships with colleagues characterize relationships to fulfill the duties that the with colleagues. school or district requires. Relationships with colleagues Service to the school Participation in school and district projects I participate in school events when specifically asked. I participate in school and district projects when specifically asked. I volunteers to participate in school events, making a substantial contribution. I volunteers to participate in school and district projects, making a substantial contribution. Support and cooperation characterize relationships with colleagues. I take initiative in assuming leadership among the faculty. I volunteers to participate in school events, making a substantial contribution, and assumes a leadership role in at least some aspect of school live. I volunteers to participate in school and district projects, making a substantial contribution, and assumes a leadership role in a major school or district project. Add up your total points for each column. This is your score for all the standards covered in this domain. Record totals below. Standard 9: Standard 10: Modified from Charlotte Danielson, Improving Professional Practice: A framework for teaching, ASCD, 1996

38 38 IV. PROFESSIONAL RESPONSIBILITIES Element E: Growing and Developing Professionally: Wisconsin Teaching Standards: 2. The teacher understands how children with broad ranges of ability learn and provides instruction that supports their intellectual, social, and personal development. 9. The teacher is a reflective practitioner who continually evaluates the effect 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 who acts with integrity, fairness and in an ethical manner. Level of Professional Development Element I participate in professional activities to a limited extent when they are convenient. Enhancement of content knowledge and pedagogical skill Service to the profession I find limited ways to contribute to the profession. I seek out opportunities for professional development to enhance content knowledge and pedagogical skill. I participates actively in assisting other educators. I seek out opportunities for professional development and make a systematic attempt to conduct action research in his/her classroom. I initiate important activities to contribute to the profession, such as mentoring new teachers, writing articles for publication, and making presentations. Add up your total points for each column. This is your score for all the standards covered in this domain. Record totals below. Standard 2: Standard 9: Standard 10: Modified from Charlotte Danielson, Improving Professional Practice: A framework for teaching, ASCD, 1996

39 39 IV. PROFESSIONAL RESPONSIBILITIES Element F: Showing Professionalism: Wisconsin Teaching Standards: 2. The teacher understands how children with broad ranges of ability learn and provides instruction that supports their intellectual, social, and personal development. 9. The teacher is a reflective practitioner who continually evaluates the effect 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 who acts with integrity, fairness and in an ethical manner. Level of Professional Development Element Service to students My attempts to service students are inconsistent. I am moderately active in servicing students. I am highly proactive in serving students, seeking out resources when necessary. Advocacy Decision making I do not knowingly I works with the concontribute to some students text of a particular team or being ill served by the school. department to ensure that all students receive a fair opportunity to succeed. My decisions are based on limited though genuinely professional considerations. I maintain an open mind and participate in team or departmental decision making. I make a particular effort to challenge negative attitudes and help ensure that all students, particularly those traditionally underserved, are honored in the school. I take a leadership role in team or departmental decision making and helps ensure that such decisions are based on the highest professional standards. Add up your total points for each column. This is your score for all the standards covered in this domain. Record totals below. Standard 2: Standard 9: Standard 10: Modified from Charlotte Danielson, Improving Professional Practice: A framework for teaching, ASCD, 1996

40 40 Beginning the Electronic Professional Development Plan For Wisconsin Educators

41 41 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.

42 42 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 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. Address: Enter your Internet Address, 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 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 account.

43 43 Thank you for creating a PDP Employee Account. Your UserID is: B 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 reminder. For security purposes, please do not use your Novell ID s password.

44 44 2. Optionally, you may go directly to the UW epdp website, which is located at: 3. Select Educators.

45 45 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 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.

46 46 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.

47 47 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.

48 48 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.

49 49 9. The screen above is a verification of your . 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..

50 50 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.

51 51 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.

52 52 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.

53 53 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.

54 54 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.

55 55 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: Teacher 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 teaching 2 nd grade 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. There are three classrooms per grade that work in teams with the support of a team leader. 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. Several years ago the district implemented a balanced literacy program across the system in an effort to align the districts English language Arts with the state standards to better meet student needs. Even with the instructional support and the alignment of our curriculum to state standards, Badger Elementary School s reading achievement data is the lowest in Badger District with 40% of the students performing at minimal and basic levels on the fourth grade WKCE.

56 56 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. You are now ready to add Goals and Rationales: From the main menu, select Specify Goals and Rationales and the following screen will appear. 2. Review your Self-Reflection before you begin this step. 3. Your first time using this screen, you will have no words entered and it will look like the following:

57 57 4. After you have entered your Goal, it will look like this: 5. Select Edit to enter or revise your goal.

58 58 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.

59 59 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.

60 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 Examples: Example: Teacher Position 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.

61 Below are example statements for a rationale for this section. Rationale Examples: Example: Teacher Position 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. I can see the need to be more skillful in using guided reading strategies to better focus my instruction to specific student needs. Previously, I have been primarily using whole class instruction and as a result, I feel my low and high students are not being adequately frequently addressed (self-reflection). My student data shows that my low performing students are not improving and my high achieving students tell me they are not interested in our challenged by the content (student learning) My goal addresses the Wisconsin Administrator Standards #1, #2, #7, #4, #8, #9 (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.

62 62 Step IID - PLAN FOR ASSESSMENT/DOCUMENTATION OF ACHIEVING THE GOAL THROUGH: 1. PROFESSIONAL GROWTH 2. 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.

63 63 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.

64 64 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: Teacher Position I will use guided reading running record to assess student progress toward grade level reading benchmarks along with 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.

65 65 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

66 66 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.

67 67 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.

68 68 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:

69 69 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:

70 70 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 1 st 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 1 st 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.

71 71 Step II Teacher-Balanced Literacy Plan Example: GOAL: To improve my skills in implementing a balanced literacy program 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. 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. Activities Timelines Collaboration I will read books about balanced literacy I will attend a conference on balanced literacy. I will observe a classroom where the teacher uses a balanced literacy program. June, 2003 December, 2003 December, 2003 June, 2004 December, 2003 June, 2004 Get advice from our reading specialist on books to read about balanced literacy. 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. Activities Timelines Collaboration I will watch video tapes by Gay Su Summer, 2004 Pinnel and Patricia Cunningham about guided reading I will meet with my team to discuss leveling books in our school. Summer, 2004 Discuss and decide with my team the leveling procedure 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. August, 2004 January, 2005 June, 2006 Summer, 2005 for our books in our school. Determination of levels of books with members of my team. Team members will provide feedback. Objective #3: I will assess my students formally and informally to measure progress and satisfaction. Activities Timelines Collaboration I will attend a class on assessment Summer, 2004 of student progress in reading. I will ask the reading specialist for assistance in doing a running record. Summer, 2004 Get direction and feedback from the reading specialist on giving and assessing running records. I will research interest inventories September, 2004 about student reading. I will use District Reading Assessment disaggregated results to measure student progress. At the end of the year I will meet with the team members to analyze data and make adjustments for the next year. At the end of each year Analysis and discussion of student growth data using guided reading with my team members

72 72 You are now ready to begin working on the second Main Menu. Select Go to Implement and Annual Review Menu

73 73 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.

74 74 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 1 st 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 1 st 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.

75 75 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.)

76 76 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.

77 77 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.

78 78 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.

79 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. Below are examples of reflection and revision statements. Step III TEACHER: DOCUMENTATION OF ANNUAL REVIEW FOR LICENSURE CYCLE REFLECTION REVISION Year Two: 9/13/05 The books that I read about balanced literacy were helpful. I find that I like the organization of the Four Block model by Year Two: 9/13/05 I am going to view videotapes of the Cunningham model only because it is the model of

80 80 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. 12/07/05 When I attended the Four Block session sponsored by my professional organization, 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 other teachers who had already implemented guided reading the Four Blocks way. I had a great visit in one classroom because of this networking. guided reading I would like to pursue. 12/07/05 Change: Objective 2, Activity 1. I will watch videotapes by Patricia Cunningham about Guided Reading the Four Block Way in Grades 1 and 2. Year Three: 10/12/06 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. 10/12/06 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 selfselected reading bl Year Three: 10/12/06 REVISION I need to find a conference or book study group related to using the same book for all students as a prompt to writing or other related activities. 10/12/06 I would like to add an activity to Objective 2: I will investigate the use of the lexile system. I would also add an activity to Objective 3: I will use the Scholastic Reading Inventory to determine a lexile level for each of my students so they can be matched to books at their level.

81 81 REFLECTION REVISION Year Four: 9/5/07 I have learned much about the use of guided reading from what I have read and observed. But I have learned more from y 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 red books independently on their own levels. 1/13/08 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 school. I need to not only look at the growth of student achievement, but also to 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 develop ways to help them. Year Four: 9/5/07 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. 1/13/08 I will continue to do assessments of their reading levels and their comprehension, and analyze those assessments in order to provide instruction to the students to aid their reading growth.

82 82 Step III Activity Completion Dates: Step III: Annual Review - Activity Completion Dates 1. In this section you will be assigning a completion date to each of the activities you have listed. 2. 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.

83 83 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.

84 84 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.

85 85 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.

86 86 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.

87 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.

88 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.

89 Enter the dates of activities below: 18. Again, complete the checklist from the Option Menu

90 90 STEP IV. SUCCESSFUL COMPLETION OF THE PDP (Year Five) A. 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.

91 91 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.

92 5. Complete your final words of this five year journey. 92

93 93 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.

94 2. Complete the Checklist and return to the main menu. 94

95 95 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# (Tester771) Educator Access HR Data: Employee Information Name (first middle last): PDP TEST ID# Primary Work Location: School: Badger Elementary School At Location Since: 08/26/03 Position/Category: TEACHER-REGULAR Current Certifications and Endorsements: Certificates Expires Endorsements Expires 116 ~ GR ~ ELEMENTARY ~ HISTORY ~ ELEMENTARY LEVEL (GRADES 1-6) 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 Plan for Assessment: I will use guided reading running record to assess student progress toward grade level reading benchmarks along with 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. Activity Timeline Collaboration I will read books about balanced literacy December, June, 2005 I will get advice from our reading specialist on books to read about balanced literacy. Date Completed I will attend a conference on balanced December, I will create a plan to implement strategies learned

96 96 literacy. June, 2004 from the conference with my colleague. I will observe a classroom where the teacher uses a balanced literacy program. Spring 2005 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 Collaboration 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 Fall, Summer, 2005 August, 2005 January, June, 2006 Summer, 2006 Discuss and decide with my team the leveling procedure four our books in our school. Determination of levels of books with members of my team. Team members will provide feedback Objective 3: I will assess my students formally and informally to measure progress and satisfaction. Activity Timeline Collaboration 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. Spring 2005 September, 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 Date Completed Documentation of Successful Completion of the Plan: Description Category Type Date 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. Professional Growth District Course Collaboration Artifact Student Learning Artifact Student Learning Artifact Student Learning Artifact

97 97 YEAR 2 Reflection/Revision Entries: Date Entered: :02:31 Last Edit: :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. Date Entered: :34:15 Last Edit: :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. Date Entered: :35:58 Last Edit: :19:07 Reflection I continue to work this year on my goal and am satisified with the progress thus far 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 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: :52:06 Last Edit: :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: :23:23 Last Edit: :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: :08:39 Last Edit: :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. Date Entered: :08:52 Last Edit: :22:46 Reflection 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. 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 Revision I will investigate the use of the lexile system. Goal: 1

98 98 YEAR 4 Reflection/Revision Entries: Date Entered: :09:32 Last Edit: :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: :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?

99 99 - 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 1 st 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 1 st. 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. First Year Year By October 1 of year two Annually Between July 1 and January 15 of year 4, or 5 May 15 of year 4, or 5 May 15 - June 1 of year 4, or 5 May 15 - June 1 of year 4, or 5 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 schoolbased activities, and self-reflection. Submit plan electronically to PDP Panel via Human Resources Required by year 5 but optional to submit earlier, but no sooner than three years of the initial educator stage. Educator 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 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

100 100 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 one Annually Year 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.

101 101 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.

102 License Renewal Plan Format Appendix A 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 Master LICENSURE STAGE SOUGHT: 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:

103 Educator s Name: Educator s Title: CHECK ONE: INITIAL EDUCATOR PROFESSIONAL EDUCATOR MASTER EDUCATOR Review Checklist Appendix B-Part 1 PDP Component A. DESCRIPTION OF SCHOOL & LEADERSHIP SITUATION 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? B. 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. Will completion of this goal positively impact student learning? C. RATIONALE FOR THE GOAL Does the plan describe the link to: Your self-reflection? Educator PDP Team Yes No Yes No Comments By Team Members

104 PDP Component 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: Two or more Wisconsin Educator standards as described in PI 34? D. 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? E. PLAN TO MEET THE GOAL(S): OBJECTIVES, ACTIVITIES & TIMELINES, AND COLLABORATION 1. OBJECTIVES Are the objectives specific, observable, and verifiable? E. PLAN TO MEET THE GOAL(S): OBJECTIVES, ACTIVITIES & TIMELINES, AND COLLABORATION 1. OBJECTIVES Do the objectives directly address the goal(s)? Educator PDP Team Yes No Yes No Comments By Team Members

105 PDP Component E. PLAN TO MEET THE GOAL(S): OBJECTIVES, ACTIVITIES & TIMELINES, AND COLLABORATION 1. OBJECTIVES Will attainment of the objectives result in accomplishment of the goal(s)? E. 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? Educator PDP Team Yes No Yes No Comments By Team Members

106 PDP Component E. PLAN TO MEET THE GOAL(S): OBJECTIVES, ACTIVITIES & TIMELINES, AND COLLABORATION 2. DESCRIPTION OF ACTIVITIES & TIMELINE Are timelines stated? E. PLAN TO MEET THE GOAL(S): OBJECTIVES, ACTIVITIES & TIMELINES, AND COLLABORATION 3. PLAN FOR COLLABORATION If initial educator, does the plan include collaboration with a mentor? E. PLAN TO MEET THE GOAL(S): OBJECTIVES, ACTIVITIES & TIMELINES, AND COLLABORATION 3. PLAN FOR COLLABORATION Does the plan include continued collaboration with colleagues? Educator PDP Team Yes No Yes No Comments By Team Members Educator s Name Educator s Signature Date PDP Submitted Professional Development Team Members Member Name/Title Signature Date PDP Approved/Not Approved Member Name/Title Signature Date PDP Approved/Not Approved Member Name/Title Signature Date PDP Approved/Not Approved

107 Appendix B-Part 2 Do This Section While You Are Implementing Your Plan for Your Annual Review YEAR ONE PDP Component A. 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 PDP Team Yes No Yes No Comments By Team Members Educator s Name Educator s Signature Date PDP Submitted Professional Development Team Members Member Name/Title Signature Date Approved/Not Approved Member Name/Title Signature Date Approved/Not Approved Member Name/Title Signature Date Approved/Not Approved

108 Appendix B-Part 2 Do This Section While You Are Implementing Your Plan for Your Annual Review YEAR TWO PDP Component B. 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 PDP Team Yes No Yes No Comments By Team Members Educator s Name Educator s Signature Date PDP Submitted Professional Development Team Members Member Name/Title Signature Date Approved/Not Approved Member Name/Title Signature Date Approved/Not Approved Member Name/Title Signature Date Approved/Not Approved

109 Appendix B-Part 2 Do This Section While You Are Implementing Your Plan for Your Annual Review YEAR THREE PDP Component C. 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 PDP Team Yes No Yes No Comments By Team Members Educator s Name Educator s Signature Date PDP Submitted Professional Development Team Members Member Name/Title Signature Date Approved/Not Approved Member Name/Title Signature Date Approved/Not Approved Member Name/Title Signature Date Approved/Not Approved

110 Appendix B-Part 3 Do This Section After Completion Of The PDP Activities/Objectives at the Conclusion of the 5-year Plan PDP Component 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 PDP Team Yes No Yes No Comments By Team Members Educator s Name Educator s Signature Date PDP Submitted Professional Development Team Members Member Name/Title Signature Date PDP Approved/Not Approved Member Name/Title Signature Date PDP Approved/Not Approved Member Name/Title Signature Date PDP Approved/Not Approved

111 FORM FORDOCUMENTATION OF ANNUAL REVIEW FOR LICENSURE CYCLE Appendix C REFLECTION REVISION Educator s Name 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

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