The Professional Development Plan (PDP)
For Wisconsin Teachers

A Plan To Promote Excellence

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

Wisconsin Department of Public Instruction

Elizabeth Burmaster, State Superintendent

 

 

 

 


 

 

 

 

 

 

THE PROFESSIONAL DEVELOPMENT PLAN (PDP) FOR WISCONSIN TEACHERS

 

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 Plan is the property of the applicant. The composition of the Professional Development Team and the license renewal cycle for each licensure stage are as follows:

 

Licensure Stages                                  Renewal Cycle                                                          PDT Composition

 

Initial Educator                                   Minimum of three years and                                    3 Members: (Initial Educator Team)

                                                            maximum of five years                                                 One Peer

                                                                                                                                                 One Administrator

                                                                                                                                                 One Higher Education Representative

 

Professional Educator                         Five Years                                                                 Three teachers (Professional

                                                                                                                                              Development Team) selected by peers

                                 

 

Master Educator                                 Ten Years                                                                  Minimum of three peer educators (Assessors) trained by DPI, nominated by professional organizations, and appointed by the state superintendent

 

 

 

To obtain a copy of Chapter PI 34, Wis. Administrative Rules,

Please visit our website at

http://www.dpi.state.wi.us/dpi/dlsis/tel/pi34.html

 

 

GUIDELINES FOR THE PROFESSIONAL DEVELOPMENT PLAN

 

 

 

Ø       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 goal that demonstrates growth and improves student learning. The following principles provide the foundation for developing professional development plans.

 

Professional Development Plan Principles

 

§         Is a means to work with others to further the educator’s vision and goal 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 ten professional teacher standards as outlined in PI 34.

§         Embodies both non-traditional and traditional experiences. Risk taking is valued and encouraged.

§         May include district and/or building initiatives.

 

Ø       PURPOSE OF THE PLAN

 

The Professional Development Plan serves as a mechanism for renewal of your license between you, a Professional Development Team, and the state superintendent. The plan must demonstrate your increased proficiency and professional development based on the Wisconsin Educator Standards.

 

Ø       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, and formulation of the plan. The plan must be submitted by the initial educator (also recommended by DPI to be submitted by the professional educator) to a Professional Development Team (PDT) for their review, assistance, and approval, no later than October 1st of your second year. 

§         For years two, three, and four, complete the annual review form and include a reflection summary with any revisions to your goal, objectives, and activities. The initial educator must submit the annual review to a PDT by April 1 of the year when substantial revision to the goal occurs.

§         During the final year of the licensure cycle, 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.

 


REVIEW AND VERIFICATION OF THE PLAN

 

Ø       DOCUMENTATION OF ANNUAL REVIEW

 

Annual review of the PDP is required. Documentation of annual review for each year of the licensure cycle must be submitted to the PDT at the end of the five year licensure cycle. However, annual review of the plan must be submitted to the PDT for their review during the year when significant change in the goal occurs.

 

Ø       VERIFICATION OF SUCCESSFUL COMPLETION OF THE PLAN

 

The plan and appropriate documentation must be submitted to the PDT by January 15 of the final year of your licensure renewal cycle. Prior to the submission of your plan, you should complete the educator’s column in the PDP Writing Form and Checklist to ensure all required components have been addressed. It is the educator’s responsibility to initiate the verification process. The PDT must notify the renewal applicant no later than June 1 of verification status of the Professional Development Plan (PDP). (See License Renewal Plan Format, Appendix A.)

 

Submission Sequence of the Professional Development Plan
for License Renewal

 

1: PDP Development

The PDP is based on a self-reflection process using Wisconsin Educator Standards and in collaboration with colleagues (see PDP Writing Form and Checklist: Step II - Writing the Plan, Appendix B). The initial educator is required to submit complete Appendix B of the plan to a PDT, no later than October 1 of year two of the licensure cycle, for their review and approval. However, DPI recommends that the professional educator may do the same if a PDT is available.

 

2:  Review by Professional Development Team (PDT)

This team and the applicant will utilize PDP Writing Form and Checklist, Appendix B, to complete the review and approval of the plan by December 1 of the second year of the licensure cycle. The applicant is responsible for initiating a review with their PDT 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 for all years of the cycle except the first and last year (see PDP Writing Form and Checklist: Step III - Annual Review, Appendix C). The initial educator must submit the Annual Review to a PDT no later than April 1 of the year when significant change in the goal occurs. An Annual Review for years two, three, and four of the licensure cycle must be submitted to the PDT at the end of the licensure cycle.

 

4:  Verification of Successful Completion of Professional Development Plan

It is the responsibility of the applicant to submit a complete PDP with documentation (See PDP Writing Form and Checklist: Step IV - Documentation for Plan Completion, Appendix D) any time between July 1 and January 15 in the final year of the licensure cycle. The PDT and the applicant will utilize the PDP Writing Form and Checklist, Appendices B, C, and D for review by April 1. If necessary, clarification of discrepancies between the PDT and the applicant will occur between January 15 and June 1.

 

5:  DPI Notification

The PDT submits recommendation to DPI for license renewal. Applicant must be apprised no later than June 1 of the PDT recommendation.


 

 

 

PROCESS FOR CREATING

YOUR PROFESSIONAL DEVELOPMENT PLAN

 

 

Step I:        Before You Write the Plan:  SELF-REFLECTION

 

Your self reflection is a dynamic active process that involves the analysis of feedback about your professional performance and its relationship to your students’ learning data.  Quality professional development plans are dependent on ongoing and thoughtful reflection of your professional practice. The intent is to improve, expand, and strengthen your teaching repertoire, based on your strengths and self-identified needs.  Your self-reflection constitutes the foundation of your plan and needs to address the knowledge, dispositions, and performances of the Wisconsin Educator Standards. 

 

Examples of self reflection processes you may want to use:

·         Rubrics describing components of effective teaching based on Wisconsin Educator Standards

·         Reflection journal logs

·         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.

 

 

Step II:       Writing the Plan:         COMPONENTS

 

A.        DESCRIPTION OF SCHOOL & TEACHING SITUATION

To provide a context for your professional development plan, a summary of carefully selected demographic information that is relevant to the goal 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


 

Example

 

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 2nd grade and have been teaching at Badger Elementary School 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 district’s 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 with 40% of the students performing at minimal and basic levels on the fourth grade WKCE.

 

 

B.                 DESCRIPTION OF THE GOAL

Your goal should be verifiable and relevant to your self-reflection and aligned with Wisconsin Educator Standards.  The goal must impact professional growth and student learning.  Goals answer the question “Where do I want to go?”

 

Example:

 

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.

 

 

C.         RATIONALE FOR THE GOAL

 

A rationale for each goal needs to be developed.  The rationale should describe and link your goal to:

 

                        1.         SELF-REFLECTION

                                                Include any necessary information from your self-reflection that links to your rationale.

 

            2.         SCHOOL/TEACHING SITUATION

Include any necessary information from your description of school and teaching situation that links to your rationale.

 

3.       LICENSURE STANDARDS TO BE ADDRESSED

Over the duration of your professional development plan (PDP), a goal should be set that promotes growth in two or more of the Wisconsin Standards for Teacher Development and Licensure.  List the standards you have chosen, including the number and statement of each standard selected.


 

Example:

 

Our district has been working toward establishing a Balanced Literacy Program throughout our four elementary schools.  The emphasis has been on training for and 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 student needs are not being adequately addressed (self-reflection). My student data shows that my low performing students are not improving and frequently my high achieving students tell me they are not interested in or challenged by the content (student learning).  My goal addresses the Wisconsin Teacher Standards #1, #4, #7, #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.

 

D.                 PLAN FOR ASSESSING AND DOCUMENTING THE RESULTS OF YOUR GOAL: 

 

State how you plan to assess the results of your goal. These assessments document the results of your efforts to improve your 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, and grade level targets/benchmarks, and behavioral data such as attendance, tardiness or office referrals.

 

Example:

 

I will use a 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 at the end 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.

 

E.                  PLAN TO MEET THE GOAL:

Objectives, Activities & Timelines, and Collaboration

               

1.         OBJECTIVES

 

Objectives are specific, observable, and verifiable actions. The completion of these objectives should result in the accomplishment of your goal. 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 that will impact professional growth and 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:

  • Serve as a mentor to new teachers in your district.

 

  • Meet with an accomplished person in education or other fields who shares extensive knowledge with you over an extended period of time. Record the highlights of your discussions.

 

  • Watch other accomplished people in education or other fields as they work, making notes of instructional practices or subject knowledge for future use in the classroom.

 

  • Meet with education leaders or accomplished people in education or other fields for feedback as you begin to apply knowledge and skills to student learning.

 

  • Complete a university course, technical college course, or summer seminar, or a distance-learning course related to your goal.

 

  • Try a new instructional approach 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.

 

  • Change your student instruction and professional development plan after analyzing students’ daily work and progress.

 

·         Form study groups that provide additional information or collegial support.

 

·         Participate in professional readings, viewing of videos, and website searches to locate and record new content knowledge, resources, and instructional strategies that can be immediately used in the classroom.

 

3.                  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.

 

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 to share notes, get ideas, gather feedback, etc.

 

  • Choosing a master or lifetime certified teacher to be a mentor to provide an ear for your ideas more regularly than once a year.

 

 

Example:    Balanced Literacy Plan

 

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.

June, 2003 – December, 2003

I will get advice from our reading specialist on books to read about balanced literacy.

I will attend a conference on balanced literacy.

December, 2003 – June, 2004

 

I will observe a classroom where the teacher uses a balanced literacy program.

December, 2003 – June, 2004

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 Pinnel and Patricia Cunningham about guided reading.

Summer, 2004

 

I will meet with my team to discuss leveling of books in our school.

Summer, 2004

Discuss and decide with my team the leveling procedure for our books in our school.

I will work with my team to create a book room of leveled books that match our students reading abilities.

August, 2004

Determination of levels of books with members of my team.

I will have other teachers in my building observe me as I implement guided reading.

January, 2005 – June, 2006

Team members will use observation forms to provide feedback.

I will attend a workshop or take a class on guided reading to discover new strategies.

Summer, 2005

 

 

 

Objective #3:        I will assess my students formally and informally to measure their progress.

 

Activities

Timelines

Collaboration

I will attend a class on assessment of student progress in reading

Summer, 2004

 

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 about student reading.

September, 2004

 

I will use the DRA benchmark assessment kit to measure progress for my students.

Each quarter of the year

 

I will meet with my team members to analyze data and adjust the program for the next year.

At the end of each year

Analysis and discussion of student growth data using guided reading with my team members.

 

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 goal, objectives, and activities. The initial educator must submit the Annual Review (Appendix C) to a PDT for review and approval no later than April 1 of the year when significant changes in the goal occur.

 

If no significant changes in the goal occur, a complete annual review form for years two, three, and four of the licensure cycle must be submitted, by both initial and professional educators, to the professional development team for their review at the end of the licensure cycle.

 

The annual review of the plan must include the following:

·         Completion dates for objectives and activities completed during each year.

·         Description of any revisions in the goal, objectives, or activities.

·         Reflection summary and revisions, if any, made throughout the year.

 

 (Refer to Annual Review, Appendix C.)

 

 

Example of documentation of annual review:

ANNUAL REVIEW

 

REFLECTION

REVISION (IF NEEDED)

 

Year One:

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.

 

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.

 

 

Year One:

I am going to view videotapes of the Cunningham model only because it is the model of guided reading I would like to pursue.

 

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.

 


DOCUMENTATION OF ANNUAL REVIEW

 

REFLECTION

REVISION (IF NEEDED)

 

Year Two:

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 teach 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.

 

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.

 

Year Two:

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. 

 

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.

 

DOCUMENTATION OF ANNUAL REVIEW

 

REFLECTION

REVISION (IF NEEDED)

 

Year Three:

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.

 

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.

 

Year Three:

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.

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.

 

STEP IV.    DOCUMENTATION OF PLAN COMPLETION

 

A.         SUMMARY AND REFLECTION STATEMENT FOR REACHING EACH OBJECTIVE  

 

The summary includes a discussion of the achievement of your goal together with any changes made to your goal 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. You must provide at least one piece of evidence for each objective in the plan.

 

B.         SUMMATIVE STATEMENT FOR REACHING YOUR GOAL

 

Be selective. The quality of documentation is of greater importance than quantity. Documentation …

·         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 student learning

·         should not exceed three to five pieces of evidence of growth over the licensing cycle.

 

Documentation in written or electronic form may include, but is not limited to:

 

  • Evidence of whole-group and individual student performance as measured by state, local, formal, and informal assessments
  • Lesson plans (i.e. indicates student growth, how planning occurred, etc.)
  • Supervisor and mentor comments of classroom performance
  • Journals documenting samples of pupil errors and analysis of teacher interpretations of errors
  • Ongoing documentation of classroom management techniques and results
  • Curriculum 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.

 

The evidence may be in the form of

·         samples of pupil work;

·         letters of recommendation;

·         evidence of attendance at professional meetings, workshops, conferences, or seminars;

·         administrative or supervisory evaluations;

·         peer evaluations;

·         journals, diaries or published articles;

·         action research projects and results;

·         college, university or technical college course work; and/or

·         evidence of in-district work assignments outside of the classroom.

 

 


Appendix A

License Renewal Plan Format

Educator’s Name:________________________________________________

Educator’s School District: ________________________________________

School Year Plan Submitted: _____________________________

Years of Educational Experience:__________________________

Licensure Renewal Date: _______________________________ License(s) to be Renewed:__________________

Current Educational Assignment:_________________________ Years in Current Assignment:________________

Present Licensure Stage:

1 Initial                    1 Professional                    1 Master

Licensure Stage Sought:

1 Professional                    1 Master

Professional Licensure Category:

1 Teacher                    1 Administrator                    1 Pupil Services

_______________________________________________________________________________________

If you have identified more than one goal in your plan, 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

 

A.      Description of School and Teaching Situation

B.       Description of the Goal

C.    Rationale for the Goal:

1.        Self reflection

2.        School/teaching situation

3.        Licensure standards to be Addressed

D.    Plan for Assessing and Documenting the Results of Your Goal

E.       Plan to Meet the Goal: Objectives, Activities &Timelines, and Collaboration

1.     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 of the PDP (to be completed in years two, three, and four of the licensure cycle)

A.      Reflection

B.       Revision, if needed

_______________________________________________________________________________________

Step IV:    Documentation of Plan Completion (to be completed at the conclusion of the licensure cycle)

A.      Summary and Reflection Statement for Reaching Each Objective

B.       Summative Statement for Reaching Your Goal

_______________________________________________________________________________________

Date Plan Submitted to the Professional Development Team (Appendices B, C, and D): __________________

Date Plan Verified/Not verified by the Professional Development Team: __________________


 

 

 

 

PDP Writing Form and Checklist

The Professional Development Plan (PDP)
For Wisconsin Educators

A Plan To Promote Excellence

 

 

 

 

 

 

 

 

 

Wisconsin Department of Public Instruction

Elizabeth Burmaster, State Superintendent

Biographical Information

 

Educator’s Name:      

Educator’s Address:      

Educator’s Phone Number:      

Educator’s Fax Number:      

Educator’s e-mail:      

Educator’s SS#:      

 

Educator’s School District:       

Current Educational Assignment:      

No. of Years in Current Assignment:       Years of Educational Experience:       

School Year Plan Submitted:       

License(s) to be Renewed:      

Licensure Renewal Date:       

Present Licensure Stage:

  Initial                                                  Professional                                                  Master

Licensure Stage Sought:

  Professional                 Master

Professional Licensure Category:

  Administrator                                               Pupil Services                                               Teacher                    

 


Appendix B

Step II: Writing the Plan:

COMPONENTS

 

A.     Description of School and Teaching/Administrative/Pupil Services Situation:

 

 

 

 

 

 

 

 

 

 

 

 

Review Checklist for Description of School and Situation

PDP Component

Educator

PDP Team

Comments

By Team Members

 

Yes

No

Yes

No

A.    DESCRIPTION OF SCHOOL AND TEACHING/ ADMINISTRATIVE/PUPIL SERVICES SITUATION

·         Did you describe your building and/or district goals? (Optional)

 

 

 

 

 

·         Did you describe your school, its setting, and its student population?

 

 

 

 

 

·         Did you describe your current assignment
(i.e. position(s), grade level(s), content area(s),
years of experience, etc.)?

 

 

 

 

 


 

 

Step II:     Writing the Plan: COMPONENTS

 

B.     Description of the Goal                                                                                            

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

Review Checklist for Description of the Goal

PDP Component

Educator

PDP Team

Comments

By Team Members

 

Yes

No

Yes

No

B.    DESCRIPTION OF THE GOAL

 

 

 

 

 

·         Will the goal impact your professional growth?

 

 

 

 

 

·         Will completion of this goal affect student learning?

 

 

 

 

 


Step II:     Writing the Plan:
COMPONENTS

 

C.  Rationale for the Goal:

1.   Self reflection

2.   School and teaching/administrative/pupil service situation

3.   Licensure standards to be addressed

 

 

 

 

 

 

 

 

 

 

 

Review Checklist for Rationale for the Goal

PDP Component

Educator

PDP Team

Comments

By Team Members

 

Yes

No

Yes

No

C.    RATIONALE FOR THE GOAL                                                                                              YES                                                                                          NO

Does the rationale describe the link to:

1.   Your self-reflection?

 

 

 

 

 

Does the rationale describe the link to:

2.       School/teaching/administrative/pupil services situation?

(Choose the category that applies to your situation.)

 

 

 

 

 

Does the rationale describe the link to:

3.   Two or more Wisconsin Educator Standards as described in PI 34?

 

 

 

 

 


Step II:     Writing the Plan: COMPONENTS

 

D.  Plan for Assessing and Documenting the Results of Your Goal:

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

Review Checklist for Plan for Assessing and Documenting the Results of Your Goal


PDP Component

Educator

PDP Team

Comments

By Team Members

 

Yes

No

Yes

No

D.    PLAN FOR ASSESSING AND DOCUMENTING
THE RESULTS OF YOUR GOAL:

·      Does the plan include methods to assess your professional growth?

 

 

 

 

 

·      Does the plan include methods to assess the impact of your growth on student learning?

 

 

 

 

 


Step II:     Writing the Plan:
COMPONENTS

 

E.   Plan to Meet the Goal: Objectives, Activities &Timelines, and Collaboration

1.      Objectives

2.      Description of activities and timelines

3.      Collaboration

 

Objective 1: _____________________________________________________________________________________________

________________________________________________________________________________________________________

 

Activities

Timelines

Collaboration

Date Completed

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

Objective 2: _____________________________________________________________________________________________

________________________________________________________________________________________________________

 

Activities

Timelines

Collaboration

Date Completed

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

(You may use extra sheets.)

 

Review Checklist for Objectives, Activities & Timelines, and Collaboration

 


PDP Component

Educator

PDP Team

Comments

By Team Members

 

Yes

No

Yes

No

E.   Plan to meet the GOAL:
Objectives, Activities & Timelines, and Collaboration

E.   1.   Objectives

·         Are the objectives specific, observable, and verifiable?

 

 

 

 

 

·         Do the objectives directly address the goal?

 

 

 

 

 

·         Will attainment of the objectives result in accomplishment of the goal?                                                                                                                                                                                                                                            

 

 

 

 

 

E.   2.   Description of Activities & timelines

·         Do the activities align with the goal and objectives?

 

 

 

 

 

·         Do the activities extend throughout the
licensure cycle?

 

 

 

 

 

·         Are timelines stated?

 

 

 

 

 

E.      3.   Plan for Collaboration

·         Does the plan include collaboration with others?

Examples of collaboration may include the following:

Collaboration with a mentor (initial educator only)

Collaboration with colleagues

Collaboration with other learning communities, such as professional organizations, post-secondary education staff, etc.

 

 

 

 

 

 


Goal Approval Form
Approval of the Educator's Professional Development Goal

 

The Initial Educator must have this form signed and completed by the Professional Development Team.
DPI recommends that the Professional Educator have this form completed by the Professional Development Team.

               

               

 

_____________________________            _______________________                                                                                                _________________________            __________________________

Applicant’s Name                         Applicant’s Signature                          Applicant’s SS#                      Date PDP Submitted

 

 

 

 

Professional Development Team Members

 

 

 

___________________________________________        ___________________________________                                                                                                            _____________________________________

      Name/Position/School District                                             Signature                                       Date Goal(s) Approved/Not Approved

 

 

 

___________________________________________        ___________________________________                                                                                                            _____________________________________

      Name/Position/School District                                             Signature                                       Date Goal(s) Approved/Not Approved

 

 

 

____________________________________________     ___________________________________                                                                                                            _____________________________________

      Name/Position/School District                                             Signature                                       Date Goal(s) Approved/Not Approved

 


Appendix C

 

Step III: Annual Review

 

Important: It is the responsibility of the educator to complete this section in years two, three, and four of the licensure cycle. The initial educator must complete and submit this section to the PDT for review by April 1st of the year when significant changes in the goal occur.

 

A.              Reflection

B.              Revision

ANNUAL REVIEW

REFLECTION

REVISION (IF NEEDED)

 

 

 

 

 

Review Checklist for Annual Review


PDP Component

Educator

PDP Team

Comments

By Team Members

 

Yes

No

Yes

No

DOCUMENTATION OF ANNUAL REVIEW OF THE PLAN:

·         Have you filled in completion dates for objectives
and activities completed this year?

 

 

 

 

 

·         Have you described any revisions in your
goal, objectives or activities?

 

 

 

 

 

·         Have you included a reflection summary of revisions made?

 

 

 

 

 

(You may use extra sheets.)
Appendix D

 

Step IV: Documentation of Plan Completion

 

(Must be completed at the conclusion of the licensure cycle)

 

A.     Summary and Reflection Statement for Reaching Each Objective (Provide a piece of evidence for each objective.)

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

Review Checklist for Summary and Reflection Statement for Reaching Each Objective


PDP Component

Educator

PDP Team

Comments

By Team Members

 

Yes

No

Yes

No

a.    DOCUMENTATION OF PLAN COMPLETION:

·         Did you include a reflection statement summarizing the completion of each objective in the plan?

 

 

 

 

 

·         Did you provide at least one piece of evidence for the completion of each objective in the plan?

 

 

 

 

 


Step IV: Documentation of Plan Completion

 

B.     Summative Statement for Reaching Your Goal

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

Review Checklist for Summative Statement for Reaching Your Goal


PDP Component

Educator

PDP Team

Comments

By Team Members

 

Yes

No

Yes

No

B.    SUMMATIVE STATEMENT FOR REACHING YOUR GOAL:

·         Did you include a summary of the achievement of your goal?

 

 

 

 

 

·         Did the summary include an analysis of indicators of growth towards the standards identified in the plan?

 

 

 

 

 

·         Did the summary include reflection and analysis of your professional growth and its effect on student learning?

 

 

 

 

 


 

(Complete This Section Before You Submit Your PDP to The Professional Development Team
at the Conclusion of the Licensure Cycle
.)


PDP Component

Educator

PDP Team

Comments

By Team Members

 

Yes

No

Yes

No

 

 

CHECKLIST SUMMARY

·         Did you describe your school and teaching, administrative, or pupil services situation?

 

 

 

 

 

·         Did you describe your goal?

 

 

 

 

 

·         Did you include a rational for the goal?

 

 

 

 

 

·         Did you include a plan for assessing and documenting the results of your goal?

 

 

 

 

 

·         Did you include objectives that will help you meet the goal?

 

 

 

 

 

·         Did you include description of activities for each objective?

 

 

 

 

 

·         Did you specify timelines for completion of each activity?

 

 

 

 

 

·         Did you include a plan for collaboration?

 

 

 

 

 

·         Did you include an annual review for years two, three, and four of your plan?

 

 

 

 

 

·         Did you include reflection and revision statements for each annual review?

 

 

 

 

 

·         Did you include summary and reflection statement for reaching each objective

 

 

 

 

 

·         Did you include summative statement for reaching your goal.

 

 

 

 

 

_____________________________            _______________________                                                                                                _________________________            __________________________

Applicant’s Name                         Applicant’s Signature                          Applicant’s SS#                      Date PDP Submitted


 

 

PDP VERIFICATION FORM
TO BE COMPLETED BY THE PROFESSIONAL DEVELOPMENT TEAM MEMBERS

 

 

 

applicant’s information

 

_____________________________            _______________________                                                                                                _________________________            __________________________

Applicant’s Name                         Applicant’s Signature                          Applicant’s SS#                      Date PDP Submitted

 

 

 

 

Professional Development Team Members

 

___________________________________________        ___________________________________                                                                                                            _____________________________________

      Name/Position/School District                                             Signature                                             Date PDP Verified//Not Verified

 

 

 

___________________________________________        ___________________________________                                                                                                            _____________________________________

      Name/Position/School District                                             Signature                                             Date PDP Verified//Not Verified

 

 

 

___________________________________________        ___________________________________                                                                                                            _____________________________________

      Name/Position/School District                                             Signature                                             Date PDP Verified//Not Verified

 

 

 

Note: Submit this completed PDP Verification Form with your license renewal application and fee to DPI.