1

Professional Development Electronic Plan

for: Administrator

• PI 34.32 Principal

• PI 34.32 School District Administrator

• PI 34.32 Director of Instruction

• PI 34.32 Director of Special Education and Pupil

Services

• PI 34.32 School Business Administrator

• PI 34.32 Program Coordinator

• PI 34.32 Reading Specialist

• PI 34.32 Instructional Library Media Supervisor

• PI 34.32 Instructional Technology Coordinator

• PI 34.32 One Year Licenses for School

Administration

15

PI34 Professional Development Electronic Plan for Wisconsin Administrator

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 Administrator……………………………………………..……………………....9

Beginning the Electronic Professional Development Plan……………………………….…...…39

Step I Self Reflection Verification……………………………………………………….………50

Step II Writing the Plan………………………………………………………………………….51

Step III Annual Review of the PDP…………………………………………………….………..73

Step IV Successful Completion of the PDP………………………………………………..…….90

Appendix A: License Renewal Plan Format………………………………………………..…..101

Appendix B: Review Checklist…………………………………………………………………102

16

PI 34

Wisconsin License

Standards

17

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 34.02. 2. 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 34.02. 2. 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.

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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

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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 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 goals, objectives, and activities. Reviews must be submitted to PDT no later than April 1st.

� 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.

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Professional Development Outline

PRESENT LICENSURE STAGE:

���� 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: ____________

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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.)

SUBMISSION SEQUENCE OF THE PROFESSIONAL DEVELOPMENT PLAN

FOR LICENSE RENEWAL

1: Plan Development

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.

22

Self Reflection

Administrators

23

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 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 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 self-reflection.

Please refer to the next page for the Administrator Reflection Tool.

Once completed, go to the next section for entrance to the ePDP.

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Administrator Self Inventory: Reflection PI34

In order to reflect upon your performance according to the Wisconsin Administrator

standards, the following self-inventory has been designed. It is organized to demonstrate the

interrelationship among the seven Wisconsin Administrator Standards and the complexity of

administrative performances so as to provide descriptive levels that add quality to assessing one’s

professional growth.

The assessment is adapted from the work of the Council of Chief (Improving professional practice: A

framework for teaching, ASCD, 1996).

Preparing Educational Leaders to Improve Student Learning

Wisconsin Standards for Administrator Development and Licensure

To receive a license in a school administrator category in Wisconsin, an applicant shall complete an

approved program in school administration and demonstrate proficient performance in the knowledge,

skills and dispositions under all of the following standards:

1. The administrator has an understanding of and demonstrates competence in the 10 teacher

standards.

2. 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 growth.

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.

25

Administrator Self Inventory: Reflection PI34

Introduction: According to PI 34, Professional administrators are re-licensed through the completion of

a professional development plan. This is accomplished on a 3-5 year basis. During the first year an

administrator is expected to spend time reflecting on their practice, collaborate with trusted colleagues

and advisors, determine which of the administrator standards they need to focus on and create objectives

to enhance their professional growth. Once the self reflection is complete the administrator should use

the results to inform the direction of their professional growth for the license cycle.

The Professional Development Plan (PDP), as developed by the administrator and approved by his/her

professional development team, requires self-reflection by the administrators regarding his/her progress

toward the Plan's completion.

Following is a sample of a document that could provide that self reflection. Please take some time and

find a quiet place to complete the self reflection. Each standard has a section for notes. Notes can be

made after you’ve rated yourself on each of the statements under the standard. Notes can include your

personal thoughts and/or reflections that come to mind after rating your performance on each of the

statements.

As you review your self-reflection in preparation for completing the professional development plan, it

might be helpful to establish collaborative relationships with trusted peers or members of higher

education leadership preparation programs. The benefits of establishing and maintaining these types of

collaborative relationships will become clear as you work through the process of professional re-

licensure.

Instructions:

1. This self assessment tool is designed to provide a personal profile of school leadership assets based on

the Wisconsin Administrator Standards for School Leaders. The inventory consists of 106 statements that

describe administrative performances related to the Standards for School Leaders.

After the series of statements for each standard there is a total. When you have completed the entire self

reflection, go back and add your totals for each of the seven standards. Each standard includes the

number of statements in that section. Add the total in each section. Complete this activity for each

standard. Review all seven sections and you should begin to get a picture of higher and lower scores.

The higher scores indicate areas of perceived strength and the lower scores indicate areas of perceived

need. The lower scores would indicate standards that need your increased attention and thus could be part

of your professional development plan.

Circle only one number per question. Use the space provided as “notes” to describe your personal

reflections. Respond to every statement. Add scores for each standard and total at the end of the survey.

2. Transfer this information to the Self Reflection: Administrator Summary indicating your areas of

strength and areas of growth. Star the areas that you intend to use for your professional growth plan.

These are your priority areas for growth

3. Create a reflection plan using Professional Growth Reflections: Administrator form. Provide a rationale

that describes concrete examples of your self inventory. Using this self-inventory, proceed to the

electronic professional growth plan.

26

Standard 1.

The administrator has an understanding of and demonstrates competence in the teacher standards under s.

PI 34.02.

In my work as an administrator, I actively support teachers in a variety of ways to:

Never Sometimes Often Consistently

• Engage students in generating knowledge and

testing hypotheses according to the methods of

inquiry and standards of evidence used in the

discipline.

1

2

3

4

• Assess individual and group performance in order

to design instruction that meets learners’ current

needs in each domain (cognitive, social, emotional,

moral, and physical) and that leads to the next level

of student development.

1

2

3

4

• Create a learning community in which individual

differences are respected.

1

2

3

4

• Use multiple teaching and learning strategies to

engage students in active learning opportunities

that promote the development of critical thinking,

problem solving, and performance capabilities and

that help students assume responsibility for

identifying and using learning resources.

1

2

3

4

• Create a smoothly functioning learning community

in which students assume responsibility for

themselves and one another, participate in decision

making, work collaboratively and independently,

and engage in purposeful learning activities.

1

2

3

4

• Ask questions and stimulate discussion in different

ways for particular purposes, for example; probing

for learning understanding, helping students

articulate their ideas and thinking processes,

promoting problem-solving, facilitating factual

recall, encouraging convergent and divergent

thinking, stimulating curiosity, helping students to

question.

1

2

3

4

• Select and create learning experiences that are

appropriate for curriculum goals, relevant to

learners, and based upon principles of effective

instruction (e.g. that activate students’ prior

knowledge, anticipate preconceptions, encourage

exploration and problem-solving, and build new

skills on those previously acquired).

1

2

3

4

27

• Appropriately use a variety of formal and informal

assessment techniques (e.g. observation, portfolio

of student work, teacher-made tests, performance

tasks, projects, student self-assessment, and

standardized tests) to enhance her or his knowledge

of learners, evaluate students’ progress and

performances, and modify teaching and learning

strategies.

1

2

3

4

• Articulate and defend a philosophy of education

that guides his/her practice and contributes to the

stated philosophy of the school building/district.

•

1

2

3

4

• Establish respective and productive relations with

parents and guardians from diverse home and

community situations, and seek to develop

cooperative partnerships in support of student

learning and wellbeing.

1

2

3

4

Score for Standard 1 ___________ out of 40

Notes:

28

Standard 2.

A school administrator is an educational leader who promotes the success of all students by facilitating

the development, articulation, implementation, and stewardship of a vision of learning that is shared and

supported by the school community.

As an administrator to what extent do you CURRENTLY FACILITATE PROCESSES AND ENGAGE

IN ACTIVITIES ensuring the following Performance indicators?

Never Sometimes Often Consistently

• The vision and mission of the school are effectively

communicated to staff, parents, students, and

community members

1

2

3

4

• The vision and mission are communicated through

the use of symbols, ceremonies, stories, and similar

activities

1

2

3

4

• The core beliefs of the school vision are modeled

for all stakeholders

1

2

3

4

• The vision is developed with and among

stakeholders

1

2

3

4

• The contributions of school community members to

the realization of the vision are recognized and

celebrated

1

2

3

4

• Progress toward the vision and mission is

communicated to all stakeholders

1

2

3

4

• The school community is involved in school

improvement efforts

1

2

3

4

• The vision shapes the educational programs, plans,

and actions

1

2

3

4

• An implementation plan is developed in which

objectives and strategies to achieve the vision and

goals are clearly articulated

1

2

3

4

• Assessment data related to student learning are

used to develop the school vision and goals

1

2

3

4

• Relevant demographic data pertaining to students

and their families are used in developing the school

mission and goals

1

2

3

4

• Barriers to achieving the vision are identified,

clarified, and addressed

1

2

3

4

• Needed resources are sought and obtained to

support the implementation of the school mission

and goals

1

2

3

4

• Existing resources are used in support of the school

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vision and goals 1 2 3 4

• The vision, mission, and implementation plans are

regularly monitored, evaluated, and revised

1

2

3

4

Score for Standard 2 ________ out of 60

Notes:

30

Standard 3.

A school administrator is an educational leader who promotes the success of all students by advocating,

nurturing, and sustaining a school culture and instructional program conducive to student learning

and staff professional growth.

As an administrator to what extent do you CURRENTLY FACILITATE PROCESSES AND ENGAGE

IN ACTIVITIES ensuring the following Performance indicators?

Never Sometimes Often Consistently

• All individuals are treated with fairness, dignity,

and respect

1

2

3

4

• Professional development promotes a focus on

student learning consistent with the school vision

and goals

1

2

3

4

• Students and staff feel valued and important

1

2

3

4

• The responsibilities and contributions of each

individual are acknowledged

1

2

3

4

• Barriers to student learning are identified, clarified,

and addressed

1

2

3

4

• Diversity is considered in developing learning

experiences

1

2

3

4

• Life-long learning is encouraged and modeled

1

2

3

4

• There is a culture of high expectations for self,

student, and staff performance

1

2

3

4

• Technologies are used in teaching and learning

1

2

3

4

• Student and staff accomplishments are recognized

and celebrated

1

2

3

4

• Multiple opportunities to learn are available to all

students

1

2

3

4

• The school is organized and aligned for success

1

2

3

4

• Curricular, co-curricular, and extracurricular

programs are designed, implemented, evaluated,

and refined

1

2

3

4

• Curriculum decisions are based on research,

expertise of teachers, and the recommendations of

learned societies

1

2

3

4

• The school culture and climate are assessed on a

regular basis

1

2

3

4

• A variety of sources of information is used to make

decisions

1

2

3

4

31

• Student learning is assessed using a variety of

techniques

1

2

3

4

• Multiple sources of information regarding

performance are used by staff and students

1

2

3

4

• A variety of supervisory and evaluation models is

employed

1

2

3

4

• Pupil personnel programs are developed to meet

the needs of students and their families

1

2

3

4

Score for Standard 3 ________ out of 80.

Notes:

32

Standard 4.

A school administrator is an educational leader who promotes the success of all students by ensuring

management of the organization, operations, and resources for a safe, efficient, and effective

learning environment.

As an administrator to what extent do you CURRRENTLY FACILITATE PROCESSES AND ENGAGE

IN ACTIVITIES ensuring the following Performance indicators?

Never Sometimes Often Consistently

• Knowledge of learning, teaching, and student

development is used to inform management

decisions

1

2

3

4

• Operational procedures are designed and managed

to maximize opportunities for successful learning

1

2

3

4

• Emerging trends are recognized, studied, and

applied as appropriate

1

2

3

4

• Operational plans and procedures to achieve the

vision and goals of the school are in place

1

2

3

4

• Collective bargaining and other contractual

agreements related to the school are effectively

managed

1

2

3

4

• The school plant, equipment, and support systems

operate safely, efficiently, and effectively

1

2

3

4

• Time is managed to maximize attainment of

organizational goals

1

2

3

4

• Potential problems and opportunities are identified

1

2

3

4

• Problems are confronted and resolved in a timely

manner

1

2

3

4

• Financial, human, and material resources are

aligned to the goals of the school

1

2

3

4

• The school acts entrepeneurally to support

improvement

1

2

3

4

• Organizational systems are regularly monitored and

modified as needed

1

2

3

4

• Stakeholders are involved in decisions affecting the

school

1

2

3

4

• Responsibility is shared to maximize ownership

and accountability

1

2

3

4

• Effective problem-framing and problem-solving

skills are used

1

2

3

4

• Effective conflict resolution skills re used

1

2

3

4

33

● Effective group-process and consensus-building

skills are used

1

2

3

4

• Effective communication skills are used

1

2

3

4

• There is effective use of technology to manage

school operations

1

2

3

4

• Fiscal resources of the school are managed

responsibly, efficiently, and effectively

1

2

3

4

• A safe, clean, and aesthetically pleasing school

environment is created and maintained

1

2

3

4

• Human resource of functions support the

attainment of school goals

1

2

3

4

• Confidentiality and privacy of school records are

maintained

1

2

3

4

Score for Standard 4 _______ out of 92

Notes:

34

Standard 5.

A school administrator is an educational leader who promotes the success of all students by collaborating

with families and community members, responding to diverse community interests and needs, and

mobilizing community resources.

As an administrator to what extent do you CURRENTLY FACILITATE PROCESSES AND ENGAGE

IN ACTIVITIES ensuring the following Performance indicators?

Never Sometimes Often Consistently

• High visibility, active involvement, and

communication with the larger community is a

priority

1

2

3

4

• Relationships with community leaders are

identified and nurtured

1

2

3

4

• Information about family and community concerns,

expectations, and needs is used regularly

1

2

3

4

• There is outreach to different business, religious,

political, and service agencies and organizations

1

2

3

4

• Credence is given to individuals and groups whose

values and opinions may conflict

1

2

3

4

• The school and community serve one another as

resources

1

2

3

4

• Available community resources are secured to help

the school solve problems and achieve goals

1

2

3

4

• Partnerships are established with area businesses,

institutions of higher education, and community

groups to strengthen programs and support school

goals

1

2

3

4

• Community youth family services are integrated

with school programs

1

2

3

4

• Community stakeholders are treated equitably

1

2

3

4

• Diversity is recognized and valued

1

2

3

4

• Effective media relations are developed and

maintained

1

2

3

4

• A comprehensive program of community relations

is established

1

2

3

4

• Public resources and funds are used appropriately

and wisely

1

2

3

4

• Community collaboration is modeled for staff

1

2

3

4

• Opportunities for staff to develop collaborative

skills are provided

1

2

3

4

35

Score for Standard 5 ________ out of 64

Notes:

36

Standard 6.

A school administrator is an educational leader who promotes the success of all students by acting with

integrity, fairness, and in an ethical manner.

As an administrator to what extent do you CURRENTLY FACILITATE PROCESSES AND ENGAGE

IN ACTIVITIES ensuring the following Performance indicators?

Never Sometimes Often Consistently

• Examine personal and professional values

1

2

3

4

• Demonstrate a personal and professional code of

ethics

1

2

3

4

• Demonstrate values, beliefs, and attitudes that

inspire others to higher levels of performance

1

2

3

4

• Serve as a role model

1

2

3

4

• Accept responsibility for school operation

1

2

3

4

• Consider the impact of one's administrative

practices on others

1

2

3

4

• Use the influence of the office to enhance the

educational program rather than for personal gain

1

2

3

4

• Treat people fairly, equitably, and with dignity and

respect

1

2

3

4

• Protect the rights and confidentiality of students

and staff

1

2

3

4

• Demonstrate appreciation for an sensitivity to the

diversity in the school community

1

2

3

4

• Recognize and respects the legitimate authority of

others

1

2

3

4

• Examine and considers the prevailing values of the

diverse school community

1

2

3

4

• Expect that others in the school community will

demonstrate integrity and exercise ethical behavior

1

2

3

4

• Open the school to public scrutiny

1

2

3

4

• Fulfill legal and contractual obligations

1

2

3

4

• Apply laws and procedures fairly, wisely, and

considerately

1

2

3

4

Score for Standard 6 ________ out of 64.

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Notes

Standard 7.

A school administrator is an educational leader who promotes the success of all students by

understanding, responding to, and influencing the larger political, social, economic, legal, and

cultural context.

As an administrator to what extent do you CURRENTLY FACILITATE PROCESSES AND ENGAGE

IN ACTIVITIES ensuring the following Performance indicators?

Never Sometimes Often Consistently

• The environment in which schools operate is

influenced on behalf of students and their families

1

2

3

4

• Communication occurs within the school

community on trends, issues, and potential changes

in the environment in which schools operate

1

2

3

4

• There is ongoing dialogue with representatives of

diverse community groups

1

2

3

4

• The school community works within the

framework of policies, laws, and regulations

enacted by local, state, and federal authorities

1

2

3

4

• Public policy is shaped to provide quality education

for students

1

2

3

4

• Lines of communication are developed with

decision makers outside the school community

1

2

3

4

Score for Standard 7 ________ out of 24

Notes:

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Self Reflection Score:

Standard 1: The administrator has an understanding of and demonstrates competence in the 10 teacher standards.

____________

Standard 2: The administrator leads by facilitating the development, articulation, implementation, and stewardship of

a vision of learning that is shared by the school community.

____________

Standard 3: The administrator manages by advocating, nurturing and sustaining a school culture and instructional

program conducive to pupil learning and staff professional growth.

____________

Standard 4: The administrator ensures management of the organization, operations, finances, and resources for a safe,

efficient, and effective learning environment.

____________

Standard 5: The administrator models collaborating with families and community members, responding to diverse

community interests and needs, and mobilizing community resources.

____________

Standard 6: The administrator acts with integrity, fairness, and in an ethical manner.

____________

Standard 7: The administrator understands, responds to, and interacts with the larger political, social, economic, legal,

and cultural contest that affects schooling.

____________

Next Steps:

1. Please transfer this information to the Self Reflection: Administrator Summary indicating

your areas of strength and areas of growth.

2. Create a reflection plan using Professional Growth Reflections: Administrator form.

3. Using this self-inventory, proceed to the electronic professional growth plan.

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Beginning the Electronic

Professional Development Plan

For Wisconsin

Educators

40

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.

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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 701001 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. Email Address: Enter your Internet Email Address, including @madison.k12.wi.us

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 email 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 email account.

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Thank you for creating a PDP Employee Account. Your UserID is: B701001 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 email

reminder. For security purposes, please do not use your Novell ID’s password.

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2. Optionally, you may go directly to the UW ePDP website, which is located at:

https://careers.education.wisc.edu/pdp/

3. Select Educators.

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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 email 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.

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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.

46

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.

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7. The screen below is a selection, which you will receive if you select # 7 above on the Main PDP Screen. You will

receive samples of completed ePDP’s or can look at the samples screen by screen. Make your selection based on

your license category.

8. When you are finished looking at these screens, go back to the main menu and Select Licensure Renewal Process

go to the next page and select your license. You will be asked for verification, below. Complete this section.

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9. The screen above is a verification of your email. If it is incorrect, please write a message for assistance.

Select License Renewal Process:

1. The screen below appears after you have made the following choice in the previous screen by selecting :

Licensure Renewal Process

2. Select the stage you are seeking and the type of category. Press continue to go to the next screen..

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3. You will then see the following confirmation screen:

4. Your selection of Stage and Category are completed. The slide below will bring you back to the main menu

where you will begin to document your Self-Reflection.

5. A standard convention in the electronic PDP is to Select the Main Menu option to return to the main menu.

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Step I - Self-Reflection Verification:

Step I: Before you Write the Plan

Self Reflection

1. When you Select Self Reflection, you see the following information. Read the information, and decide which type

of self reflection you plan to use to develop your goal for the ePDP. A self reflection document is highlighted below,

which you may use to reflect your areas of strengths and growth in relationship to the standards. Once you have

completed the self reflection, you may check the box at the bottom of this screen and return to the main menu and

begin writing your plan.

2. Select the Main Menu option to return to the main menu.

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Step II: Writing the Plan: COMPONENTS

A. DESCRIPTION OF SCHOOL and LEADERSHIP/TEACHER/PUPIL SERVICES

SITUATION

To provide a context for your professional development plan, a summary of carefully selected demographic

information that is relevant to the goals of the plan needs to be developed. This information will allow the

professional development team to clearly understand your school/district and its culture. Obtain this information

from your school website, handbook, DPI website or additional information. Samples are given at the end of this

section for your reference. As you write your narrative, you may want to consider staying anonymous as much as

possible.

You may include anything you feel is relevant, below are some examples:

• Special student or district needs (ie: Test Scores, Building project, referendum, etc.)

• Ethnic, cultural and socioeconomic diversity

• Whether the school is located in an urban, suburban, or rural setting

• Information that is pertinent to your plan such as school focus and district initiatives

• A description of your current position and years you have been in your position.

Beginning to Write the Electronic Plan: Step II: Writing the Plan

A. Description of School and Teaching Situation

1. When you Select Description of School and Teaching Situation you see the following screens. Description

of School and Teaching Situation: To provide a context for your professional development plan, a summary of carefully selected demographic

information that is relevant to the goals of the plan needs to be developed. This information will allow the

professional development team to clearly understand your school and its culture.

Include aspects such as:

• Special needs students

• Ethnic, cultural and socioeconomic diversity

• Whether the school is located in an urban, suburban, or rural setting

• Information that is pertinent to your plan such as building and district initiatives

• A description of your current content area or grade level

• The number of years you have taught

As a general rule, try to keep your text within the box without scrolling. The page will tell

if the text you entered was too long.

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2. The screen below is where you will be writing the information about your school in the text box below as

from the example provided. However the links below to the right of the Options need to be explored before you

begin to write. Follow the directions below this screen.

3. Select View Location and Certification Info and the following screen will appear. Check the screen for accuracy

about your location, license category you are working toward, and your certificates.

53

4. Go back to “Teaching Situation” and Select the Review District Statistics. You will be taken to the website

link for specific information on your school. The following screen will appear:

View Districts Statistics

5. Once you have gathered the information you need, to close the website (top right X as you exit any

document) and you will be back to the Description of School and Teaching Situation. Complete your

description of the school and teaching situation by writing in the text box. Once done, select the Edit Review

Checklist and you will get the following screen:

Review Checklist

6. The law of PI34 requires that you review your plan regularly. This checklist will appear for you to complete

after each major section. Once the information is complete, select Save Checklist.

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7. Once the information has been saved the following screen will appear. Select the Main Menu option and you will

begin to Specify Goals and Rationales and Select the Standards for your plan.

8. Below are examples of descriptions of school and teaching situations:

Step II A: Description of School Examples:

Example: Administrator Position

The Badger Area School District serves a growing student population of approximately 4,000 students. The district

has a well-defined and developed educational system for all students, including those with special needs, gifted and

talented, and children with diverse ethnic and socio-economic backgrounds. In 1997, the school board adopted the

district’s strategic plan developed by a team composed of staff, students and community members. The mission of

Badger Area School District reads, “Our mission, in cooperation with parents and the community, is to ensure

academic achievement for all.” As a result of the strategic plan’s implementation, all curriculum, assessment and

instruction has become aligned with state standards. Each school created a school improvement plan based on their

school’s student data.

I am currently the principal at Badger Elementary School and have been in this position for 6 years. Badger

Elementary School has an enrollment of 600 students in kindergarten through fifth grade. I am the only

administrator in the building. There are three other elementary principals, one middle level principal and one high

school principal in the district. In addition, the administration includes two assistant principals, a director of pupil

services, one director of instruction, a business manager and the district administrator. 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.

Similar to most Wisconsin school districts, the student population at Badger Elementary is in transition. As our

community changes, the student body is becoming more diverse. The current strategic plan calls for the staff at

Badger Elementary to work with multiple learning styles in an inclusive classroom environment. Several teachers

and an administrative team recently participated in a data retreat. Badger Elementary has a goal to provide a safe

environment for all students and to use data to support program changes.

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Step II Writing the Plan

B. DESCRIPTION OF THE STANDARDS/GOALS TO BE ADDRESSED

The plan must have one goal, two standards, a rationale, based on the teaching situation, objectives,

activities, timeline, collaboration, and evidence of success.

• If a person changes their position, mid-license cycle, the goal may be modified to fit the new situation.

• If the goal written for the five year plan is not compatible with the new situation, then the first goal

should end, a revision should be documented in the proper section and a new goal should be written for

the duration of the cycle.

• If an educator feels he or she has finished a goal mid-license cycle, then the educator should complete

the first goal and begin a second goal for the duration of the license cycle.

Writing the Goals, Rationales and Standards:

Step II: Writing the Plan

B . Specify Goals and Rationales / Select Standards

1. You are now ready to add Goals and Rationales: From the main menu, select Specify Goals and

Rationales” and the following screen will appear.

2. Review your Self-Reflection before you begin this step.

3. Your first time using this screen, you will have no words entered and it will look like the following:

56

4. After you have entered your Goal, it will look like this:

5. Select Edit to enter or revise your goal.

57

6. This screen will appear below the goal and rationale section. Select the two standards you plan to focus on for the

five year plan.

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7. Again, remember to follow the Options at the top of the screen. Select Instructions and you will see the following

screen.

Instruction for Goals and Rationales for Teachers

Overview of Goals and Rationales:

• Choose one Goal as your focus for the next five years

• Align the goal you have chosen with two Wisconsin Educator Standards

• Check to see that your goal and WI Standards are relevant to your self-reflection

• Write a rationale for choosing the goal, once your goal is finalized.

Definitions of Goals and Rationales:

GOAL: Your GOAL should aid professional growth, impact student learning, reflect your rationale, and

be tightly aligned with the Wisconsin licensure standards. Goals will answer the question "Where do I

want to go?"

RATIONALE: Each goal needs a RATIONALE. The rationale should describe and link your goal to

your completed self-reflection, to your school and teaching situation, and to the Wisconsin Standards you

are addressing. The Rationale will answer the question “Why am I doing this?”

8. Select the Go Back to return to the Goal and Rationale page.

9. Again, at the top of the screen there are other Options available for your access below is the review checklist for

you to complete.

10. Select the Save Checklist to return to the Goal and Rationale page.

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11. Again, at the top of the screen there are other Options available for your access. There are examples of Goals

and Rationales provided, which you can browse for ideas.

12. Again, at the top of the screen there are other Options available for your access. Start a New Goal is available if

you have completed your goal earlier than five years or you have made an educational career shift and your

previous goal can not be achieved in your new position. The previous goal should be closed out and completed

as possible. Once that is done, you will begin a new goal for the duration of the license cycle.

13. Below is an examples of a goal for this section.

Goal Example:

Example: Administrator Position

Based upon strategic planning efforts to ensure an atmosphere where all children are respected I want to work

toward creating a safe environment where all students feel valued, where students seek out teachers for guidance and

support with their learning needs, and where all students are known by at least one teacher in the building.

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14. Below are example statements for a rationale for this section.

Rationale Example:

Example: Administrator Position

Based on our district’s strategic plan and in conjunction with the board of education, The Badger School is building

a culture of inclusiveness where student learning for all is our target and all students feel valued and supported.

Given the change in the complexion, socio-economic, racial and ethnic makeup of the district, there is a need to

address the differences and multi-cultural aspect of the school. On the whole, Badger’s WKCE scores are strong

with 85% of our students showing proficient and/or advanced in each of the tested areas at grade 4. A team from

our building recently participated in a data retreat. The data retreat highlighted two issues. One, when the WKCE

test data is disaggregated, clearly certain segments of our population are not succeeding at the level of the total

population. Second, as our team attempted to utilize data to create a picture of our school, no perception data could

be located. (school and district situation). This past year I have read three books on how to build an inclusive

culture. (self-reflection) The WKCE data for Badger School 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 Administrator Standards #1, #2, #3, #4, #5 (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.

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Step IID - PLAN FOR ASSESSMENT/DOCUMENTATION OF ACHIEVING

THE GOAL THROUGH:

1. PROFESSIONAL GROWTH

2. STUDENT LEARNING

State how you plan to assess the results of your goal. These assessments document the results of your efforts to

improve student learning and impact professional growth.

Include where appropriate, a description of current student learning data that is relevant to your rationale and goal.

This description may include multiple measures such as

� state or district assessment results,

� classroom work samples,

� grade level targets or benchmarks,

� behavioral data such as attendance , tardiness or office referrals, etc.

Assessing Your Goals:

Step II: Writing the Plan

D. Plan for Assessment/Documentation of Achieving the Goal

1. From the Main menu, Select Plan for Assessment/Documentation of Achieving the Goal to create your plans for

assessing the results of your efforts.

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2. If you need instructions for working on your plan for assessment, select the Instructions link to see the

following instructions.

Note: When typing your plan, you can type in Word and then copy/paste into the text box on the ePDP. Use

the spell checker of your word processing software, or just type in the text box.

3. Select Back to View Plan Page when you have read the instructions.

4. Select Enter Plan and go to the next screen which will allow you to enter data.

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5. Select Review Checklist and complete this section.

6. Your new plan for assessment and documentation will be saved and shown on the next screen.

7. Below is an example of Plans for Assessment/Documentation of Achieving the Goal:

Plan for Assessment/Documentation of Goal Examples:

Example: Administrator Position

I am in the process of attending a data retreat workshop. In addition, I will attend a workshop on culture building

for inclusiveness sponsored by my professional organization. After attending those workshops I will develop

benchmarks for the implementation of two activities that include community members. One benchmark will

measure student satisfaction. Another benchmark will use disaggregated data from the WKCE to measure student

learning across all represented categories. I will assess my professional growth through my reflection notes,

observation notes from administrative team members, mentor coaching, and rubrics for student satisfaction.

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Step II E - PLAN TO MEET THE GOAL:

Objectives, Activities & Timelines, and Collaboration

1. YEARLY OBJECTIVES

Objectives are specific, observable, and verifiable actions. The completion of these objectives should result in the

accomplishment of your goal(s). Goals will answer the question “Where do I want to go?” and objectives will

address “How do I get there?”

2. DESCRIPTION OF ACTIVITIES & TIMELINES

The activities outline the actions, steps, and timelines that will lead to the achievement of objectives and goal(s) to

increase student learning. The activities may draw upon a wide array of types of professional development. Some

activities may be completed in a year or less. Others may take a year or more to complete. A general description of

your planned activities should be included in your plan with the understanding that more specific activities may be

included in your plan for assessment. As you complete each activity, note the date of completion. Activities may

include, but are not limited to:

• Complete a university course, technical college course, summer seminar, or a workshop sponsored by your

professional organization related to your goal(s).

• Try a new skill and document the results.

• Attend scheduled sessions that will advance your professional growth.

• Attend a national conference or participate in national web-talk that will advance your professional growth.

• Modify (if necessary) your teaching/leadership strategy and professional development plan after assessing

progress of strategic plan.

• Form or attend a study groups that provide additional information or collegial support.

• Participate in professional readings, viewing of videos, and website searches to locate and record new

leadership strategies and resources and that can be immediately used in your district.

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

• Visit with a person in education or other fields who shares extensive knowledge with you over an extended

period of time. Record the highlights of your discussions or visits.

• Watch other accomplished people in education or other fields as they work, making notes of

teaching/leadership skills for future use.

• Meet with education teachers/ leaders or accomplished people in education or other fields for feedback as

you begin to apply knowledge and skills to student learning.

3. COLLABORATION ACTIVITIES

Collaboration takes two forms: collaboration with professional peers and collaboration with your PDT. Evidence of

collaboration must be included in your documentation of successful completion of the plan. State whom you plan to

work with in formulating and carrying out your PDP and how often you plan to meet.

Examples of collaboration with professional peers may include but are not limited to:

• Consult with one or more members of your PDT. These members have been trained to provide you with

assistance in successfully completing your plan.

• Meeting with colleagues on a regular basis (as in team meetings or planned visits) to share notes, get ideas,

gather feedback, etc.

• Choosing a master teacher/administrator/Pupil Services to be a mentor to provide an ear for your ideas

more regularly than once a year.

Continue to below to begin writing your activities for the ePDP

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Step II E - Plan to Meet the Goal Objectives and Activities:

Step II: Writing the Plan

E . Plan to Meet the Goal: Objectives and Activities

1. Select Plan to Meet the Goal: Objectives and Activities from the main menu to add options for this section of

your ePDP Select Add a New Objective.

2. If you would like definitions as defined below these are available when you Select Instructions on the next screen

if not, Select Edit Objectives and Activities.

Overview of Objectives and Activities:

1. Select the Goal to which you want to add Objectives and Activities

2. Add or Edit an Objective

3. Add or Edit Activities.

4. If you have a second goal, select that Goal and add Objectives and Activities

Objectives: Objectives are specific, observable, and verifiable actions. The completion of these objectives

should result in the accomplishment of your goal(s). Goals will answer the question "Where do I

want to go?" and objectives will address "How do I get there?"

Activities & Timelines: The activities outline the actions, steps, and timelines that will lead to the achievement of

objectives and goal(s) to increase student learning. The activities may draw upon a wide array of

types of professional development. Some activities may be completed in a year or less. Others

may take a year or more to complete. A general description of your planned activities should be

included in your plan with the understanding that more specific activities may be included in

your plan for assessment. As you complete each activity, note the date of completion.

Collaboration: Collaboration takes many forms: Collaboration with professional peers, collaboration with your

PDT, and collaboration using the learning communities. Evidence of collaboration must be

included in your documentation of successful completion of the plan. State whom you plan to

work with in formulating and carrying out your PDP and how often you plan to meet.

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3. Once you Select the Add a New Objective you will see the following screen:

For example:

4. Type an Objective you would like to work on and select the Save button. You next see the Activity Entry screen.

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5. Type an Activity Timeline and your plan for collaboration in the text boxes shown on the next screen.

For example, here are multiple activities planned for Objective #1:

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6. You may edit or delete the Activity you just created, add another Activity for Objective 1, or you may add a

second Objective, for which you will then also add activities. See below:

Additional Objectives and Activities:

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7. When you have completed this section complete the Review Checklist:

8. You may look at the examples of objectives, activities, collaboration and timelines below in the following section.

9. Take time to Review your PDP with all your Goals, Objectives, and Activities. You have completed Section I

and Section II of the Professional Development Plan. Professional educators may select Go to Implementation and

Annual Review Menu. Initial educators MUST follow the steps below:

• If you are an Initial Educator, then you need to submit your PDP to the PD-Team by October 1st of your

second year for their approval.

• If you are an initial educator once you submit your electronic PDP to the Panel, you will need to either wait

until your PDP is returned to you before you work on years two, three and four, during the reflection and

revision phases described on the following screens, or continue to work on your plan knowing it is not

approved.

• Once years two, three and four are completed initial educators may submit the final PDP either in the third

or fifth year of the development of your plan. As with professional licenses, the final PDP must be

submitted by April 1st in the last year of the license cycle.

10. The next page gives examples of activities, timelines, and collaboration to complete this section before you go to

the Implementation and Annual Review menu.

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Step II Administrator-Culture Building Plan: Example GOAL:

To improve my leadership skills in building a culture that values each and every student at Badger Elementary and

to increase the achievement scores of all represented populations at Badger Elementary. The progress toward this

goal will be reported yearly to the school board and the community through a report of student satisfaction and

WKCE disaggregated scores.

Objective #1: I will increase my skills in leadership related to culture building for student success for all students

attending Badger Elementary.

Activities Timelines Collaboration

I will read books about leadership

for student success.

June, 2003 – December, 2003 I will get advice from

colleague during a local

PAC meeting.

I will attend a conference on

Culture Building.

December, 2003 – June, 2004

I will attend a workshop on

leadership for student success

sponsored by my professional

organization.

December, 2003 – June, 2004 I will interview colleagues

attending the workshop and

set up a time to visit their

buildings.

Objective #2: I will implement achievement benchmarks for each grade level based on information from the data

retreat information using disaggregated data. Activities Timelines Collaboration

I will participate as part of a team

in a data retreat workshop.

Summer, 2004

I will meet with my team to discuss

information coming from the data

retreat.

Summer, 2004 Discuss and decide with my

team the yearly goals related

to student achievement.

I will work with my team to create

grade level benchmarks for student

success.

August, 2004 Determine the benchmarks

for yearly progress.

I will work with my team to create

and implement surveys to gauge

student satisfaction.

January, 2005 – June, 2006 Team members will provide

feedback.

I will attend a workshop or take a

class related to leadership for

student success.

Summer, 2005

Objective #3: I will assess students and staff formally and informally to measure progress and satisfaction. Activities Timelines Collaboration

I will attend a class on assessment

of student progress.

Summer, 2004

I will ask staff, students, board

members, and community for

assistance in developing the rubrics

for student satisfaction.

Summer, 2004 Get direction and feedback

from the various groups.

I will research rubrics for

achievement and student

satisfaction.

September, 2004

I will use the WKCE disaggregated

results to measure student progress.

At the end of the year

I will meet with a core team to

analyze data and make adjustments

for the next year.

At the end of each year Analysis and discussion of

student growth and

satisfaction data with the

core team members.

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

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2. You will see the screen below this screen.

Main Menu Part III & IV

3. If you want to go back to the first screen and make changes to Step I and Step II, select Make Changes to PDP

Plan on the top right side of the screen and you will have the previous Main Menu at your access.

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Step III: ANNUAL REVIEW OF THE PDP:

The annual review of the plan is your responsibility. The plan should be reviewed in years two, three, and four of

your licensure cycle. The annual review information must include a reflection summary with any revisions to your

goals, objectives, and activities. Review your PDP with all your Goals, Objectives, and Activities. If you are an

Initial Educator, then you need to submit your PDP to the Panel by October 1st of your second year.

Professional Educators do not need their PDP’s to be reviewed by the Panel Reviews must be submitted to the

Professional Development Team no later than April 1st

in the last year of the cycle. Below are the screen to assist

you with reviewing and editing your plan. Examples of revisions are following this section.

View PDP:

1. Select View PDP Plan to see a complete listing of your selections. You may print these if you choose. As you can

see, the entire plan is listed under each goal. Below is an example of a plan.

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Step III Annual Review Reflection and Revision:

1. The following sections will be part of the annual review.

2. The following screen will appear once you Select Reflection and Revision.

3. To view Instructions to this section Select Instructions and the following screen will appear.

Documentation of Annual Review: The annual review of the plan is your responsibility. The plan should be reviewed in years two, three, and four of

your licensure cycle. The annual review information must include a reflection summary with any revisions to your

goals, objectives, and activities. Annual reviews of the plan must be submitted by the initial educator to the PDT for

their review, no later than April 1st of the year when significant changes in the goal/s occur.

If no significant changes in the goal/s occur, a complete annual review form for years two, three,

and four of the licensure cycle must be submitted by initial and professional educators to the

professional development team, for their review, at the end of the licensure cycle. (See Form for

Documentation of Annual Review for Licensure Cycle, Appendix C.)

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4. To add a reflection or a revision, Select Add a New Entry and the following screen appears.

5. Once you select Save Entry the screen on the following page will occur. Type in an entry for a revision in the text

box provided.

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6. Once you have selected Add a New Entry to type your reflection notes. You may do this as many times in a

year as you like within any given year.

7. If you are an Initial Educator, and you make major revisions to your goal, you will need to resubmit your plan to

your PD-Team for approval.

8. If you are a Professional Educator, you do not need approval for major PDP revisions.

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9. Type your Reflections and select Save and Return to Documentation of Annual Review.

10. Complete the Edit Review Checklist at the end of the all of your reflections and revisions in each year.

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11. The responsibility of reviewing your plan and making adjustments when necessary, lies on the educator. You

will see the following screen as a reminder.

12. Here is how your Annual Review might look after a couple of years:

13. You may also view your Annual Reflections while in the view mode or when View PDP on the Main menu:

14. On the next page are examples of reflection and revision statements.

15. Below are examples of reflection and revision statements.

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Step III ADMINISTRATOR: DOCUMENTATION OF ANNUAL REVIEW FOR LICENSURE CYCLE

REFLECTION REVISION

Year Two:

9/30/05

The books that I read about leadership for

culture building were helpful. I find that I also

liked the AASA website and information found

in “The School Administrator” publication.

Website information tends to be timely and I

am finding many more articles on culture

building. I feel strongly that input from

students related to their satisfaction needs to be

incorporated into the assessment.

12/3/05

When I attended a leadership workshop

sponsored by my professional organization, I

was more comfortable about the concept of

using student input because of my previous

readings. The most helpful part of the

experience at the workshop was the

opportunity to network with other

administrators who had already

implemented methods to collect student

input related to satisfaction.

Year Two:

9/30/05

I am going to visit two other elementary

buildings who are working on culture

building because of the networking I was

able to do at the leadership workshop. I

will be able to speak with principals as

well as students, parents and staff in the

buildings I will visit.

12/3/05

Change: Objective 2, Activity 3.

Before working with my team to create

grade level benchmarks for student

success, I will visit two elementary

buildings that are working toward

culture building for student success.

REFLECTION REVISION

Year Three:

8/27/06

I am learning that culture building for student

success takes time and the involvement of not

only school people but board and community

people as well. I am rethinking my timeline

for implementation of the student achievement

benchmarks for each grade level.

10/15/06

At the onset of this plan I believed I could

have the student benchmarks for each

grade level in place by the end of the first

year. What I have learned is that I need to

involve more people and carefully review

all the data before sound decisions

Year Three:

8/27/06

I need to find a conference related to

leadership styles and skills that would

allow me to engage in networking and

listen to sessions from other leaders who

are involved with culture building at the

school level.

10/15/06

I would like to add an activity to

Objective 2:

I will investigate Professional

Learning Communities.

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regarding the achievement of all students

can be made. In addition, I am learning

that building the culture for student success

will take time, more time than I originally

planned.

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.

I would also add an activity to

Objective 1:

I will use some time at my chosen

conference on leadership to do

networking and build relationships with

other administrators from around the

country so that I have a support system

as I move toward building a culture for

achievement at Badger Elementary

School.

REFLECTION REVISION

Year Four:

9/3/07

I have learned much about the use of

leadership skills for increasing student

achievement . But, I have learned more from

viewing other leaders who are using these

leadership skills and also from networking

with accomplished leaders. In addition, I

have learned how valuable the support of the

district administrator, the board of education

and the community are when making

changes at the building level.

1/7/08

In the final stage of my licensure cycle, I

need to continue reflecting on what I have

read and observed in conjunction with

what is happening in my building. I need

to not only look at the growth of student

achievement for all represented

populations, but also to reflect on the

results of the student satisfaction

instruments. More than that, I need to

reflect about students who are not making

progress, determine why not, and develop

ways to help them.

Year Four:

9/3/07

I would like to remove the first activity

from Objective 3. Instead of taking a

class on assessment, I want to spend

more time implementing and

supporting the ideas coming from the

team that attended the data retreat.

1/7/08

I will continue to consider taking a

class on student assessment but that

will be down the road after I have a

plan of action set up. I will need that

level of depth of knowledge on

assessments once the team has

designed a direction for overall

student assessment in the building.

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Step III Activity Completion Dates:

Step III: Annual Review

- Activity Completion Dates

1. In this section you will be assigning a completion date to each of the activities you have listed.

2. This first screen displays your list of goals. You need to select which activity you have activity dates to

document. Select Edit Dates for that goal and objective..

3. Select Edit Date to add or change your “Date Completed”.

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4. This is the way the screen should appear so you can enter or edit dates of activities.

5. Use the pull downs to select the date completed. You may also type the first letter of a month to rotate between

all the months starting with that letter, for example, Mar and May.

6. Select the Save and Return to Objectives and Activities. The date completed is filled into the chart below.

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Step III: Annual Review

- Ongoing Documentation of Successful Completion of the Plan

1. The first screen displays your list of goals if you have more than one because of your position has changed your

goal. You need to select which goal you have evidence to document. Select Edit Evidence for that goal.

2. Next select Add a New Entry to get started.

3. Here is the blank screen you see next.

4. This screen has requires that you select from the two pull down menus otherwise you will see error messages

requiring you to go back and select from the pull downs.

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5. This is the error message you will see if you did not select from the category pull down menu.

You did not select a Category.

Please go back and select a Category

Category Pull Down:

6. This is the error message you will see if you did not select from the pull down evidence menu.

You did not select an Evidence Type.

Please go back and select an Evidence Type

Evidence Type Pull Down:

7. The PI 34 law requires that you have evidence of working collaboratively with your colleagues throughout the

five years of your professional Development Plan. Below is where you may document that you have had

collaboration throughout the five years. You may enter a description of what your plan has been. Evidence may also

be documentation through a Word Document (listing in a log the times you have met), may be a scanned document,

or a video. If you choose to download a document for evidence you may do so after you have completed this section,

on the following screens, in the section called “artifacts.”

View Examples:

8. The PI 34 law also requires that you have evidence of student success within the five years of your Professional

Development Plan. Please type a description of the type of evidence you have gathered over the five year plan.

Again, evidence may be documentation through a Word Document (it may be a log of student WKCE scores, local

assessments, etc.), may be a scanned document of student work samples, or a video. . If you choose to download a

document for evidence you may do so after you have completed this section, on the following screens, in the section

called “artifacts.”

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9. Use the Browse button to find the PC file, image, or video clip that you wish to enter as Evidence. Use a scanner

if you have evidence of completion to scan.

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10. Select Continue to Next Page to see a list of all the District Courses you have taken, so you can select which

course work applies to your goal and rationale, standards and evidence of completion.

11. Below is a list of courses that have been documented by attendance, and entered into the system. Choose courses

which apply to your five year plan.

12. Example of a MMSD course using data from H/R:

13. Select Save and Return to Evidence List to continue.

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14. If you have taken University courses and submitted them to the Human Resource Department, they will be listed

below. If you have not taken any University Courses, or have not submitted the courses to the Human Resource

Department, then your list of Course Work will be empty as shown above.

15. Example of a University course using data from H/R:

16. When you are back on the main screen for entering Evidence, you can edit or delete your previous descriptions,

as well as adding new evidences. If you select in the Type column on the underscored item, you can display the

details, such as your saved artifact.

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17. Enter the dates of activities below:

18. Again, complete the checklist from the Option Menu

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

A. SUMMARY AND REFLECTION STATEMENT

The summary includes a discussion of the achievement of your goal(s), which includes any changes made to your

goals throughout the cycle. In the summary, include an analysis of indicators of growth towards the standards

identified in your PDP. Your summary should reflect and analyze your professional growth and the effect of your

professional growth on student learning. You may reference your documentation items in your summary.

B. DOCUMENTATION OF SUCCESSFUL COMPLETION OF THE PLAN

The quality of documentation is of greater importance than quantity. Documentation should be selective and

• should be done on an ongoing basis throughout your plan cycle

• is a summary of evidence that illustrates the results of the implementation of the goal(s) and impact on

teacher, administrator or pupil services personnel development.

• should not exceed five to eight pieces of evidence of growth, per goal, over the licensing cycle.

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

� Evidence of teacher development for student learning as measured by state, local, formal, and informal

assessments

� Strategic plans (i.e. indicates student learning, how planning occurred, etc.)

� Supervisor and mentor comments of building level performance

� Journals documenting analysis of leadership skills

� Ongoing documentation of classroom leadership performance

� Adaptations for children with disabilities or other exceptionalities with related outcome measures

The documentation may also include evidence that identifies professional development activities related to the

professional development goal(s).

The evidence may be in the form of

• samples of surveys from students, staff, board, and/or community;

• letters of recommendation;

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

• administrative, supervisory, peer, or board feedback;

• journals, diaries or published articles;

• action research projects and results;

• district, college, university or technical college course work; or

• evidence of in-district work assignments outside of the building.

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

Step IV: Completing the PDP

A. Summary and Reflection Statement

1. During your final year, you need to type your summary discussion and reflection.

2. This menu option runs the same functions as Step III Ongoing Documentation of Successful Completion of the

Plan. You can add, change or delete your evidences at any point within your plan. Below are the screens which

allow you that function.

3. Complete the text box below. You may use copy / paste to run spell check within your word processing

software. Below are the final two sections of the PDP.

4. Select Edit Section and review and edit your final summary statement and the text box will appear.

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

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Step IV: Completing the PDP

Final Documentation of Successful Completion of the Plan

Final documentation of the PDP includes the following steps:

• Complete Final Documentation of the PDP

• View and Review the PDP Before Submitting the Plan (for accuracy)

• Review the Completed Checklist

• Submit Completed Plan

1. Complete Final Documentation of the PDP

1. Complete any final documentation of the plan by selecting Final Documentation of Successful Completion of the

Plan. Write any final evidence you wish to include in this section.

93

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

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2. View and Review PDP Before Submitting the Plan

1. You may view all the screens in your PDP to verify your paperwork is complete. You may also print all the

items in your PDP for your personal file. Select View PDP or Print PDP.

- View PDP Plan

- Print PDP

Professional Development PlanPDP TEST ID# 771990 (Tester771)

Educator Access

HR Data:

Employee Information

Name (first middle last): PDP TEST ID# 771990

Primary Work Location: School: Badger Elementary School

At Location Since: 08/26/03

Position/Category: TEACHER-REGULAR

Current Certifications and Endorsements:

Certificates Expires Endorsements Expires

116 ~ GR 1-6 06-30-2008 42 ~ ELEMENTARY 06-30-2008

725 ~ HISTORY 06-30-2008 41 ~ ELEMENTARY LEVEL (GRADES 1-6) 06-30-2008

PDP:

Goal #1 Standards Met By This Goal: 1,3

To improve my skills in implementing a balanced literacy approach in my classroom with a special emphasis on guided reading in order

to increase my students' interest and enjoyment of reading and their achievement based upon my school's grade level benchmarks.

Rationale: The district has been working toward establishing a Balanced Literacy Program throughout our four elementary schools.

The emphasis has been on training for the implementing guided reading, writers workshop, and other literacy initiatives

into all K-5 classrooms (school and district situation). Improving students' reading and writing achievement is one of

school's goals based upon our school-wide student achievement data. My self-reflection supported my need to learn more

about current best practices in the teaching of reading.

Standards: 1,3

Plan for

Assessment:

I will use guided reading running record to assess student progress toward grade level reading benchmarks along with

the Golden Eagle benchmark assessment given at the beginning and the enf of the year. To assess student interests

and enjoyment of reading, I will use an informal reading inventory. I will assess my professional growth through my

reflection notes, observation notes from grade level team members, mentor coaching, and rubric of a quality balanced

literacy program.

Objective 1: I will increase my understanding of balanced literacy so that I am able to successfully implement the program in my

classroom and increase my students' achievement.

Activity Timeline Collaboration Date

Completed

I will read books about balanced literacy December, 2004 -

June, 2005

I will get advice from our reading specialist on books

to read about balanced literacy. 6/10/ 04

I will attend a conference on balanced December, 2003 - I will create a plan to implement strategies learned 02-18-2004

95

literacy. June, 2004 from the conference with my colleague.

I will observe a classroom where the

teacher uses a balanced literacy program. Spring 2005

I will interview the teacher whose classroom I visit

about implementing a balanced literacy program.

Objective 2: I will implement the guided reading portion of a balanced reading program in my classroom.

Activity Timeline Collaboration Date

Completed

I will watch video tapes by Gay Su Pinnel and

Patricia Cunningham about guided reading Fall, 2004 11-09-2004

I will meet with my team to discuss leveling books in

our school. Summer, 2005

Discuss and decide with my team the leveling

procedure four our books in our school. 12/05

I will work with my team to create a book room of

leveled books that match our students reading

abilities.

August, 2005 Determination of levels of books with

members of my team. 12/05

I will have other teachers in my building observe me

as I implement guided reading.

January, 2005 -

June, 2006 Team members will provide feedback.

I will attend a workshop or take a class on guided

reading to discover new strategies. Summer, 2006

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

Activity Timeline Collaboration Date

Completed

I will attend a class on assessment of student

progress in reading. Spring 2005

I will ask the reading specialist for assistance in

doing a running record.

September,

2004 09-11-2004

I will use District Reading Assessment

disaggregated results to measure student

progress.

At the end of the

year

I will meet with the team members to analyze

data and make adjustments for the next year.

At the end of

each year

Analysis and discussion of student growth data

using guided reading with my team members

Documentation of Successful Completion of the Plan:

Description Category Type Date

I attended a literacy book study group with teachers within my building. Verification is

listed within the district courses. The course was 20 hours

Professional

Growth

District

Course 2004-01-01

I will submit a log of all of the meetings I have attended over the 5 years. The list will

include book leveling sessions and meetings to analyze students' work. Collaboration Artifact 2004-01-01

I will submit baseline work samples of students' work from the beginning of the five year

license cylcle to the end of the five year cycle. Student Learning Artifact 2004-01-01

I will submit baseline work samples of students' work from the beginning of the five year

license cylcle to the end of the five year cycle. Student Learning Artifact 2004-01-01

I will submit student Reading Assessment disaggregated results to measure student

progress. Student Learning Artifact 2004-01-01

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YEAR 2 Reflection/Revision Entries:

Date Entered: 2004-04-15 08:02:31

Last Edit: 2004-08-03 11:04:45

Reflection Revision

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.

I am going to view videotapes of

the Cunningham model only

because it is the model of guided

reading I would like to pursue.

Goal: 1

Date Entered: 2004-05-21 09:34:15

Last Edit: 2004-08-02 15:17:55

Reflection Revision

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.

Change: Objective 2, Activity 1: I

will watch video tapes by Patricia

Cunningham about Guided Reading

the Four Blocks Way in Grades 1 and

2. Goal: 1

Date Entered: 2004-05-21 09:35:58

Last Edit: 2004-08-02 15:19:07

Reflection

I continue to work this year on my goal and am satisified with the progress thus far

Date Entered: 2004-05-27 10:52:06

Last Edit: 2004-08-02 15:20:06

Reflection

I am seeing the change within myself and students. The data I am gathering is showing marked progress with students I

have had a hard time reaching in the past

Date Entered: 2004-05-17 09:23:23

Last Edit: 2004-08-02 15:20:39

Reflection

I am at the end of my second year and believe I am making steady progress with the goal I have selected.

YEAR 3 Reflection/Revision Entries:

Date Entered: 2004-04-15 08:08:39

Last Edit: 2004-08-02 15:22:00

Reflection Revision

I am rethinking my guided reading approach. I once thought all my students

should be reading books on their own level. I now feel that there are ways to use a

common piece of literature to reach a strategy, even if that piece is above the

reading level of some students. I keep learning more and more ways of supporting

readers through a reading selection. I have found that my struggling readers

benefit from the discussion about these pieces of literature and love being part of

those discussions.

I need to use more than just the Gay

Su Pinnel Matching Books to

Readers resource for leveling my

books. I want to know more about

lexile levels. Goal: 1

Date Entered: 2004-05-19 11:08:52

Last Edit: 2004-08-02 15:22:46

Reflection Revision

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.

I will investigate the

use of the lexile

system. Goal: 1

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YEAR 4 Reflection/Revision Entries:

Date Entered: 2004-04-15 08:09:32

Last Edit: 2004-08-02 15:23:54

Reflection Revision

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.

I would like to remove the fifth activity from

Objective 2. Instead of going somewhere

else for a workshop, I want to use this last

stage to learn from the students in my

classroom. Goal: 1

Date Entered: 2004-08-02 15:24:18

Last Edit:

Reflection

In the final stage of my licensure cycle, I need to continue reflecting on what I have read and observed in conjunction

with what is happening in my classroom. I need to not only look at the growth of my students on assessments, but also

reflect on why they have made that growth. More than that, I need to reflect about students who are not making

progress, determine why not, and determine ways to help them.

Summary and Reflection Statement:

I believe my plan is right on target. I am happy with my student results and my own profesional learning. The changes

made within the cycle were not drastic, but did reflect my personal growth.

3. Review Completed Checklist

1. On the left side of the Main Menu, select View Review Checklist to verify your remarks before you submit your

completed PDP:

Review Checklist

I. Rationale for the Goal(s) and Plan - Does your plan take into consideration school and district goals?

- Does your plan take into consideration your school's culture, its ethnic, socio/economic diversity, and setting?

- Does your goal(s) take into consideration your self-reflection, your students' strengths and needs, your school and

district situation, the Wisconsin Licensure standards as described in PI 34?

II. Description of the Goal(s)/Objectives - Will this goal(s) lead to measurable professional growth?

- Will completion of this goal(s) positively impact student learning?

- Is the goal tightly aligned with Wisconsin Licensure Standards?

III. Standards to be Address - Are two or more standards addressed?

- Have you indicated which standards you are addressing?

IV. Description of Activities

- Do your activities align with the attainment of goal(s)/objectives?

- Have you selected more than one type of professional development activity?

- Are your activities similar in time and rigor to earning six university credits?

- Are the activities sufficient to attain the goal(s)/objectives?

- Are the outcomes of the activities observable and measurable?

- Did you note the date when activities were completed?

V. Plan for Collaboration

- Does your plan indicate with whom you worked as part of your Professional Development Plan?

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- Does your plan include evidence of collaboration on activities?

VI. Plan for Assessment - Did your self-reflection show that your plan positively impacts student learning?

- Did you reflect on your professional growth towards the identified standards?

- Did you reflect on improvements in your professional knowledge?

4. Submit Completed PDP

Before you submit the plan, check the time line and the process of the initial educator and professional educator for

accuracy.

1. On the left side of the Main Menu, select Time Line to see the required time line of activities to verify before you

submit your completed PDP:

Verification of Successful Completion of the Plan

2. The educator must electronically submit the plan and appropriate documentation to the Professional

Development Panel by January 15 of the final year of the licensure renewal cycle. It is the educator's responsibility

to follow the timeline to complete the verification process.

Time Line for Initial Educator:

1. In a licensure cycle…

� The first year is for self-reflection, selection of a goal(s), and formulation of the plan. The plan must be

submitted to a Professional Development Team (PDT) for their review, assistance, or guidance no later

than October 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 goals, objectives, and activities. Reviews must be submitted to PDT no later than April 1st.

� If an initial educator make substantial changes to the PDP, then those changes must be approved by the

PDT.

� During the final year, no earlier than July 1 and no later than January 15, the plan must be submitted to the

Professional Development Team for verification of renewal of licensure.

Year Task

First Year Self-reflection; work with mentor, select standards, goals, develop plan

By October 1 of year two Submit plan electronically

Annually Review and update PDP activities, by documenting professional development work and school-

based activities, and self-reflection.

Between July 1 and January

15 of year 4, or 5

Submit plan electronically to PDP Panel via Human Resources Required by year 5 but optional to

submit earlier, but no sooner than three years of the initial educator stage.

May 15 of year 4, or 5 Educator notified by PDP Panel that plan has been approved

May 15 - June 1 of year 4,

or 5 Educators' names, whose plans have been approved, are sent to DPI

May 15 - June 1 of year 4,

or 5 Educators submit their application and license fee to DPI

Time Line for Professional Educator:

1. In a licensure cycle…

� The first year is for self-reflection, selection of a goal(s), and formulation of the plan

� For years two, three, and four, complete the annual review form and include a reflection summary with any

revisions to your goals, objectives, and activities

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� During the final year, no earlier than July 1 and no later than January 15, the plan must be submitted to the

Professional Development Team for verification of renewal of licensure.

Year Task

Year one Self-reflection, select standards, goals, develop PDP

Annually Review and update PDP activities, by documenting professional development work and school-

based activities, and self-reflection.

Spring of year four Educator is notified that license renewal is due the following year.

Between July 1 and January 15

of year 5 Submit plan electronically to PDP Panel via Human Resources

May 15 of year 5 Educator is notified by PDP Panel that plan has been approved.

May 15 - June 1 of year 5 Educators' names, whose plans have been approved, are sent to DPI.

May 15 - June 1 of year 5 Educators submit their application and license fee to DPI

Educators who fail to submit their plans to the Professional Development Panel within the noted timelines must

contact DPI directly to request a one year license extension and pay the appropriate fee

3. If you feel your plan is complete, select Submit Completed PDP. Your plan will go to the PD-Team for

approval.

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When you have verified and double checked your PDP, submit your completed PDP to Human Resources who will

forward it to a three member Review Panel. Your name will not appear on any of the PDP documentation sent

electronically to the Review Panel.

You will see a confirmation screen to verify if you are ready to submit your PDP.

- 101 -

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:

� Initial � Professional � Master

LICENSURE STAGE SOUGHT:

� Professional � Master

PROFESSIONAL LICENSURE CATEGORY:

� Teacher � Administrator � Pupil Services

__________________________________________________________________________________________ The following process must be completed for each goal: Number of goals:__________

Step I: Before you Write the Plan: SELF REFLECTION

__________________________________________________________________________________________

Step II: Writing the Plan: COMPONENTS C. Description of School and Leadership Situation:

D. Description of the Goal/Standards to be Addressed:

C. Rationale for the Goal:

5. Self reflection

6. School/leadership situation

7. Teacher development for student learning

8. Licensure standards to be Addressed

D. Plan for Assessment/Documentation of Achieving the Goal Through:

5. Professional growth

6. Student learning

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

1. Yearly Objectives

2. Description of Activities and Timelines

3. Collaboration

Objective:

Activities Timelines Collaboration Date Completed

Date Plan Submitted to the Professional Development Team: __________________

Date Plan verified/not verified by the Professional Development Team:________________

(You may use extra sheets.)

__________________________________________________________________________________________ Step III: Annual Review (to be completed in years two, three, and four of the licensure cycle)

C. Reflection

D. Revision

__________________________________________________________________________________________

Step IV: Successful Completion of the PDP (to be completed at the conclusion of the licensure cycle)

C. Summary and Reflection Statement

D. Documentation of Successful Completion of the Plan

__________________________________________________________________________________________ Date Plan Submitted to the Professional Development Team: __________________

Date Plan verified/not verified by the Professional Development Team: __________________

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Educator’s Name: __________________________________________

Educator’s Title: __________________________________________ CHECK ONE:

� INITIAL EDUCATOR

� PROFESSIONAL EDUCATOR

� MASTER EDUCATOR

Review Checklist Appendix B-Part 1

PDP Component Educator PDP Team

Comments

By Team Members Yes No Yes No

A. DESCRIPTION OF SCHOOL & LEADERSHIP SITUATION

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

• Did you describe your school/district, its setting, and its student population?

• Did you list your current responsibilities and number of years you have been in a leadership position?

B. DESCRIPTION OF THE GOAL(S)

1. Is your goal relevant to your self-reflection?

2. Is your goal verifiable?

3. Will the goal impact your professional growth?

4. Will completion of this goal positively impact student learning?

C. RATIONALE FOR THE GOAL

Does the plan describe the link to:

• Your self-reflection?

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PDP Component Educator PDP Team

Comments

By Team Members Yes No Yes No

Does the plan describe the link to:

• School/Leadership situation?

Does the plan describe the link to:

• Student Learning?

Does the plan describe the link to:

• Two or more Wisconsin Educator standards as described in PI 34?

D. PLAN FOR ASSESSMENT/ DOCUMENTATION

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

• Does the plan include methods to assess the impact on student learning?

E. PLAN TO MEET THE GOAL(S): OBJECTIVES, ACTIVITIES & TIMELINES, AND COLLABORATION

1. OBJECTIVES

• Are the objectives specific, observable, and verifiable?

E. PLAN TO MEET THE GOAL(S): OBJECTIVES, ACTIVITIES & TIMELINES, AND COLLABORATION

1. OBJECTIVES

• Do the objectives directly address the goal(s)?

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PDP Component Educator PDP Team

Comments

By Team Members Yes No Yes No

E. PLAN TO MEET THE GOAL(S): OBJECTIVES, ACTIVITIES & TIMELINES, AND COLLABORATION

1. OBJECTIVES

• Will attainment of the objectives result in accomplishment of the goal(s)?

E. PLAN TO MEET THE GOAL(S): OBJECTIVES, ACTIVITIES & TIMELINES, AND COLLABORATION

2. DESCRIPTION OF ACTIVITIES & TIMELINE

• Do the activities align with the goal(s) and objectives?

E. PLAN TO MEET THE GOAL(S): OBJECTIVES, ACTIVITIES & TIMELINES, AND COLLABORATION

2. DESCRIPTION OF ACTIVITIES & TIMELINE

• Are the outcomes of the activities observable and measurable?

E. PLAN TO MEET THE GOAL(S): OBJECTIVES, ACTIVITIES & TIMELINES, AND COLLABORATION

2. DESCRIPTION OF ACTIVITIES & TIMELINE

• Do the activities extend throughout the licensure cycle?

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PDP Component Educator PDP Team

Comments

By Team Members Yes No Yes No

E. PLAN TO MEET THE GOAL(S): OBJECTIVES, ACTIVITIES & TIMELINES, AND COLLABORATION

2. DESCRIPTION OF ACTIVITIES & TIMELINE

• Are timelines stated?

E. PLAN TO MEET THE GOAL(S): OBJECTIVES, ACTIVITIES & TIMELINES, AND COLLABORATION

3. PLAN FOR COLLABORATION

• If initial educator, does the plan include collaboration with a mentor?

E. PLAN TO MEET THE GOAL(S): OBJECTIVES, ACTIVITIES & TIMELINES, AND COLLABORATION

3. PLAN FOR COLLABORATION

• Does the plan include continued collaboration with colleagues?

____________________________ ________________________________ __________________________

Educator’s Name Educator’s Signature Date PDP Submitted

Professional Development Team Members ____________________________________ ___________________________________________ ___________________________________

Member Name/Title Signature Date PDP Approved/Not Approved

____________________________________ ___________________________________________ ___________________________________

Member Name/Title Signature Date PDP Approved/Not Approved

____________________________________ ___________________________________________ ___________________________________

Member Name/Title Signature Date PDP Approved/Not Approved

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Appendix B-Part 2

Do This Section While You Are Implementing Your Plan for Your Annual Review

YEAR ONE

PDP Component Educator PDP Team

Comments

By Team Members Yes No Yes No

A. DOCUMENTATION OF ANNUAL REVIEW OF

THE PLAN:

• Have you filled in completion dates for goals and activities completed this year?

• Have you described any revisions in your goals, objectives or activities?

____________________________ ________________________________ __________________________

Educator’s Name Educator’s Signature Date PDP Submitted

Professional Development Team Members

____________________________________ ___________________________________________ ___________________________________

Member Name/Title Signature Date Approved/Not Approved

____________________________________ ___________________________________________ ___________________________________

Member Name/Title Signature Date Approved/Not Approved

____________________________________ ___________________________________________ ___________________________________

Member Name/Title Signature Date Approved/Not Approved

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Appendix B-Part 2

Do This Section While You Are Implementing Your Plan for Your Annual Review

YEAR TWO

PDP Component Educator PDP Team

Comments

By Team Members Yes No Yes No

B. DOCUMENTATION OF ANNUAL REVIEW OF

THE PLAN:

• Have you filled in completion dates for goals and activities completed this year?

• Have you described any revisions in your goals, objectives or activities?

____________________________ ________________________________ __________________________

Educator’s Name Educator’s Signature Date PDP Submitted

Professional Development Team Members

____________________________________ ___________________________________________ ___________________________________

Member Name/Title Signature Date Approved/Not Approved

____________________________________ ___________________________________________ ___________________________________

Member Name/Title Signature Date Approved/Not Approved

____________________________________ ___________________________________________ ___________________________________

Member Name/Title Signature Date Approved/Not Approved

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Appendix B-Part 2

Do This Section While You Are Implementing Your Plan for Your Annual Review

YEAR THREE

PDP Component Educator PDP Team

Comments

By Team Members Yes No Yes No

C. DOCUMENTATION OF ANNUAL REVIEW OF

THE PLAN:

• Have you filled in completion dates for goals and activities completed this year?

• Have you described any revisions in your goals, objectives or activities?

____________________________ ________________________________ __________________________

Educator’s Name Educator’s Signature Date PDP Submitted

Professional Development Team Members

____________________________________ ___________________________________________ ___________________________________

Member Name/Title Signature Date Approved/Not Approved

____________________________________ ___________________________________________ ___________________________________

Member Name/Title Signature Date Approved/Not Approved

____________________________________ ___________________________________________ ___________________________________

Member Name/Title Signature Date Approved/Not Approved

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Appendix B-Part 3

Do This Section After Completion Of The PDP Activities/Objectives at the

Conclusion of the 5-year Plan

PDP Component Educator PDP Team

Comments

By Team Members Yes No Yes No

A. SUCCESSFUL COMPLETION OF THE PDP

• Did you note the completion dates of each activity?

• Did you provide evidence of collaboration activities?

• Did you include a summary and reflection statement?

• Did you provide documentation and analysis of your professional growth toward the Wisconsin Educator Standards?

• Did you include documentation and data that your goal impacted student learning?

____________________________ ________________________________ __________________________

Educator’s Name Educator’s Signature Date PDP Submitted

Professional Development Team Members

____________________________________ ___________________________________________ ___________________________________

Member Name/Title Signature Date PDP Approved/Not Approved

____________________________________ ___________________________________________ ___________________________________

Member Name/Title Signature Date PDP Approved/Not Approved

____________________________________ ___________________________________________ ___________________________________

Member Name/Title Signature Date PDP Approved/Not Approved

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Appendix C

FORM FORDOCUMENTATION OF

ANNUAL REVIEW FOR LICENSURE CYCLE

REFLECTION REVISION

______________________ _____________________ _____________________ Educator’s Name Educator’s Signature Date of Revision

Initial/Professional Development Team Members _____________________ _____________________ _____________________ Member Name/Title Signature Date of Team Not/Approval _____________________ _____________________ _____________________ Member Name/Title Signature Date of Team Not/Approval _____________________ _____________________ _____________________ Member Name/Title Signature Date of Team Not/Approval

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