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THE PDP PROCESS

THE PDP PROCESS. Where are you in the process? What do you want to know? What kind of support do you need?. FRAMEWORK FOR CAREER-LONG PROFESSIONAL DEVELOPMENT. Educator Preparation Initial Educator Professional Educator Master Educator ( option) Built on:

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THE PDP PROCESS

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  1. THE PDP PROCESS Where are you in the process? What do you want to know? What kind of support do you need?

  2. FRAMEWORK FOR CAREER-LONG PROFESSIONAL DEVELOPMENT Educator Preparation Initial Educator Professional Educator Master Educator (option) Built on: Career-long professional development Teacher Performance Standards

  3. STEP I – IDENTIFY A PROFESSIONAL GOALInitial Educator • Team is convened at the initiation of the PDP process: one peer, one administrator, one IHE (college) • Team is responsible for review and approval of the initial educator’s PDP goal(s) as well as verification of the plan after it has been completed.

  4. Professional Educator • Develop, implement and document a PDP- • Convene a team that verifies the completed plan not the goal • Three member team includes: • three licensed teachers; OR • three licensed pupil services professionals OR • three licensed administrators

  5. STEP 2: PDP COMPONENTS • Description of educational situation - context • Description of goal • Rationalefor goal with links to self-reflection, educational situation and standards • Objectives, activities and timelines • Collaboration with others to meet the goal

  6. ARTIFACTS OF LEARNING • student performance measures • samples of pupil work • action research projects and results • college, university or technical college course work • evidence of in-district work assignments outside of the classroom • journal entries documenting samples of pupil errors and analysis of teacher interpretations of errors • curriculum adaptations for children with disabilities or other exceptionalities with related outcome measures

  7. STEP 3: REVIEW OF THE PDP Annual entry with: • Description of activities • Reflections • Completion dates • Action research evidence • Record progress towards goal • Remember to keep the artifacts and your evidence of learning as you go through the process!

  8. STEP 4: SUCCESSFUL COMPLETION OF THE PDP • Evidence of professional growth and student learning • Summary of professional growth • Summary of effect on student learning ONCE THESE HAVE BEEN COMPLETED, RE-COVENE YOUR PDP TEAM TO APPROVE

  9. LICENSES • INITIAL EDUCATOR: License for the first 5 years of a beginning teacher – they then apply for the Professional Educator License • PROFESSIONAL EDUCATOR: License for a cycle of every 5 years with PDPs that describe/measure professional learning/growth • MASTER EDUCATOR: After achieving a Professional Educator License, an educator can choose to develop, implement and document mastery in their area of licensure through testing/National Board Certification – renewable every 10 years

  10. Updates • As of September 1, 2012, the Wisconsin Department of Public Instruction will no longer accept paper versions of form PI-PDP-2 (PDP Verification Signature Form). • Regardless of whether you have completed your PDP in paper form, you are required to submit your verification form utilizing either one of the service providers listed in the resource section. They, in turn, will electronically submit your information to DPI.

  11. If you have completed your PDP and have had your plan verified by your three-person PDP team, there is no cost associated with having one of the service providers submit your verification information to our office. • Please remember that initial educators are still required to have their goals approved by their PDP team. The PDP service providers below can facilitate the goal approval process for you. You are no longer required to submit copies of your goal approval signature forms to DPI. However, you must retain your goal approval signature forms and be made available to PDP team at the time of PDP verification.

  12. Updates (Cont) PDP service providers listed in resources can assist you in developing an electronic PDP. However, creating an electronic PDP is not required by DPI at this time; only PDP verification is required to be electronic. We encourage you to review their services and, if you are interested, choose the one that best suits your needs. Whether you are just starting the PDP process or you are ready to submit your plan for verification, these organizations can support you.

  13. Resources • Quality Educator Interactive (QEI) (https://myqei.org/) • WECAN PDP (http://services.education.wisc.edu/wecan/) • DPI website support http://tepdl.dpi.wi.gov/pdp/professional- development-plan

  14. Hartland/Lakeside Reviewers • Peer Reviewers- Alicia Moore-Hartland-South Keli Melcher-Hartland-North Holly Albrecht-Hartland-South  • IHE Reviewer- Keli Melcher-Hartland-North •  Administrative Reviewer/Pupil Services: Dacia Hopfensperger-District Office

  15. Workshops • PDP Informational Overview and FAQ’s – SEWNTP (12/6/12 – Brown Deer, 12/10/12 New Berlin) - Participants will be provided with the most current DPI information that is needed to write a professional development plan. Intended audience: 1st year beginning teachers and their mentors. Required for those taking the PI-34 Wisconsin Teacher Standards-Based seminars for credit.

  16. Class /Support Offering • Writing the PDP – Cardinal Stritch 5-8pm at City Center on the following dates ($100)- May 6, 13 & 20, 2013 5-8 pm (1st year beginning teachers, mentors, etc) • Future dates for Meetings to write PDP’s?

  17. FINAL REFLECTION • We're now at a place where we realize we can't just say, "I taught it and the students didn't learn it," as though that constitutes teaching. It's like saying, "The operation was a success, but the patient died." We are aware now that looking at what works for different students -- and there will be different things that work for different students -- is part of learning to teach, and critiquing one's practice and reflecting on what's working and what's not working. • Teachers learn by doing, reading, and reflecting (just as students do); by collaborating with other teachers; by looking closely at students and their work; and by sharing what they see. This kind of learning enables teachers to make the leap from theory to accomplished practice. In addition to a powerful base of theoretical knowledge, such learning requires settings that support teacher inquiry and collaboration and strategies grounded in teachers' questions and concerns. To understand deeply, teachers must learn about, see, and experience successful learning-centered and learner-centered teaching practices. LINDA DARLING-HAMMOND

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