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.