_UNDERGRADUATE CURRICULUM - University of Wisconsin ...
University of Wisconsin-Whitewater
Curriculum Proposal Form #3
New Course
Effective Term:
Subject Area - Course Number: EDUINDP 711 Cross-listing:
(See Note #1 below)
Course Title: (Limited to 65 characters) The Professional Development Planning (PDP) Process
25-Character Abbreviation: PDP Process
Sponsor(s): Dr. M. Robin Warden
Department(s): Special Education
College(s):
Consultation took place: NA Yes (list departments and attach consultation sheet)
Departments: Curriculum & Instruction
Counselor Education
Educational Foundation
Psychology-School Psychology Program
Special Education and
Communicative Disorders
Programs Affected: All educator licensure programs at the advanced level including;
Curriculum & Instruction MSE, Counselor Education MS, School Psychology Program MSE,
Communicative Disorders MS and Special Education MSE.
Is paperwork complete for those programs? (Use "Form 2" for Catalog & Academic Report updates)
NA Yes will be at future meeting
Prerequisites: Employed in public/private educational setting; professional educator status.
Grade Basis: Conventional Letter S/NC or Pass/Fail
Course will be offered: Part of Load Above Load
On Campus Off Campus - Location
College: Dept/Area(s): Special Education
Instructor: M. Robin Warden
Note: If the course is dual-listed, instructor must be a member of Grad Faculty.
Check if the Course is to Meet Any of the Following:
Computer Requirement Writing Requirement
Diversity General Education Option:
Credit/Contact Hours: (per semester)
Total lab hours: Total lecture hours: 16
Number of credits: 3 Total contact hours: 16
Can course be taken more than once for credit? (Repeatability)
No Yes If "Yes", answer the following questions:
No of times in major: No of credits in major:
No of times in degree: No of credits in degree:
Proposal Information: (Procedures can be found at )
Course justification:
Beginning in August 2004, the standards for educator licensure in Wisconsin as outlined in PI 34 require the individual licensee (administrator, teacher, and pupil service providers) to develop a Professional Development Plan (PDP) during the Initial Educator Licensure Stage. The approval process for the Initial Educator PDP requires review by a 3 member Initial Educator Team comprised of a peer [but not mentor],e.g., a teacher, pupil service or administrator, an administrator, and a higher education representative.
This course culminates in the initial educator being fully prepared to operationalize their PDP following the approval of the Initial Educator Team of their PDP.
Relationship to program assessment objectives:
Candidates in the Graduate Certification Program in Professional Development and specifically the EDUINDP – 711 The Professional Development Planning (PDP) Process course will know
and be able to:
1. Create a common vision of educator quality based on the guiding principles in PI 34; specifically the knowledge, skills, and dispositions of the Wisconsin Educator Standards.
2. Use Educator Standards as the basis to understand professional expectations and create learning communities engaged in dialogue about learning and accountability.
3. Engage in collaborative interactions to support mentor-mentee learning.
4. Use models and tools of formal reflection to document and analyze patterns of mentor-mentee growth upon one’s professional performance and one’s impact upon students, colleagues, and the greater community.
5. Demonstrate and perform the dispositions required for effective mentorship.
6. Coach experienced and initial educators in the development of Professional Development Plans including
• Creating verifiable plans that include compelling goals,
• Determining data and evidence to collect,
• Implementing plans, and
• Analyzing data and comparing to professional performance and student learning.
Budgetary impact:
EDUINDP 711 will be funded by extension/outreach tuition revenue (salary, fringe, facility rental, etc.).
Course description:
This course will prepare educators in the Wisconsin DPI professional and/or master level licensure cycles to guide and coach the initial educator through the process of reflection, gathering and analyzing current data, and using the Wisconsin Educator Standards to write, implement, and verify a professional development plan that meets licensure requirements and instills a commitment to professional learning and growth.
Course requisites:
Engage in hands-on participatory and individualized activities, e.g.,
• Small and large group dialogue following activities regarding Wisconsin Educator Standards
• Individual and small group analysis of data using reflective tools
• Working in small groups to develop a PDP
• Working with a learning partner to coach and give reflective feedback on the design and writing a
PDP.
Engaging with the Initial Educator Team member(s) to approve the PDP goal(s) and plan.
If dual listed, list graduate level requirements for the following: NA
1. Content (e.g., What are additional presentation/project requirements?)
2. Intensity (e.g., How are the processes and standards of evaluation different for graduates and undergraduates? )
3. Self-Directed (e.g., How are research expectations differ for graduates and undergraduates?)
Course objectives and tentative course syllabus:
1. To understand and follow the guiding principles embedded in PI 34.
2. To use and model tools of formal reflection to document and analyze patterns of growth regarding the Wisconsin Educator Standards.
3. To develop a compelling goal(s) that will allow the educator to grow professionally and have a positive impact on the students served.
4. To create an assessment plan that uses professional growth indicators and student learning outcomes.
5. To create a verifiable plan with all components addressed that will be approved by the higher education representative and/or other members of the Initial Educator Team.
__________
Course Syllabus
Instructor’s Name: Staff
Instructor’s office location, telephone number, and office hours: Winther Hall 262-560-0642, Office Hours: R 6:00 – 9:00 p.m. or by appointment
Title: The Professional Development Plan (PDP) Process
Department Prefix and Number of course: EDUINDP 711
Objectives:
• Understand and follow the guiding principles embedded in PI 34
• Use and model tools of formal reflection to document and analyze patterns of growth regarding the Wisconsin Educator Standards
• Develop a compelling goal that will allow the educator to grow professionally and have a positive impact on the students served.
• Create a verifiable plan with all components addressed
• Develop coaching skills to assist the initial educator in developing goals, writing a PDP, and implementing the plan
• Determine data and evidence to collect and how to analyze it compared to professional performance and student learning.
Attendance:
Attendance at all scheduled class meetings is required. Students who anticipate the need for an absence due to religious observation or university-sanctioned event should contact the instructor at least 2 weeks in advance. Unanticipated emergencies necessitating absence should be communicated to the instructor at the first opportunity. Multiple absences may be a cause for an incomplete or reduced grade.
Grading policy: Final grade will be based on the total number of points accumulated divided by the total number of points possible X 100
Graduate
94% - 100% = A87% - 93% = AB
80% - 86% = B
76% - 79% = BC
70% - 75% = C
Course Requirements and Evaluations:
1. All participants must complete weekly written reflections related to their performance as educators working in a school system. These reflections will be used for classroom and online dialogue to analyze performances related to the Wisconsin Educator Standards knowledge, skills, and dispositions. 25 pt
2. All participants must write a paper based on research on effective professional development practices and how the professional development plan (PDP) incorporates best practice for professional growth with educators. 25 pt.
3. Each participant must write a 3-5 year PDP that will meet criteria for approval of the goal. 50 pt.
4. On-line assignments and field work 50 pt.
Topic Outline (amount of time spent on each topic week by week)
First Session: 8:30 a.m. – 3:30 p.m.
• The Professional Development Plan (PDP): principles, purpose, components.
• Critical components of planning
• Standards, Reflection, Collaboration, and Student Learning: Integrating these into the PDP
• Developing curiosity, passion, and compelling goals
• Telling a story: descriptive writing
• Using advanced organizers for PDP development
• Options for writing the PDP
Required readings and reflections regarding organic planning from multiple disciplines (online)
Second Session: 5:00 p.m. – 8:00 p.m.
• Using the checklist to review and revise the PDP
• Giving feedback to PDP authors
• Determining assessment and data collection procedures
• Reviewing exemplary PDPs
• Processes to focus on performances
Required readings and discussions on data gathering and authentic assessments (online)
Third Session 5:00 p.m. – 8:00 p.m.
• Lesson study
• Examining student learning
• Classroom Walkthroughs/Observations
• Observations and Evidence
• Using the Framework for Teaching to describe performances
Fourth Session: 5:00 p.m. – 8:00 p.m.
• Going through the PDP process
• Developing mentoring communities
• Action Research Methodology
• Coaching the initial educator through the process: reflective feedback prompts
The University of Wisconsin-Whitewater is dedicated to a safe, supportive and non-discriminatory learning environment. It is the responsibility of all undergraduate and graduate students to familiarize themselves with University policies regarding Special Accommodations, Misconduct, Religious Beliefs Accommodation, Discrimination and Absence for University Sponsored Events. (For details please refer to the Undergraduate and Graduate Timetables; the "Rights and Responsibilities" section of the Undergraduate Bulletin; the Academic Requirements and Policies and the Facilities and Services sections ot the Graduate Bulletin; and the Student Academic Disciplinary Procedures" [UWS Chapter 14]; and the "Student Nonacademic Disciplinary Procedures " [UWS Chapter 17]).
Academic Integrity:
“The university has a responsibility to promote academic honesty and integrity…Students are responsible for the hones completion and representation of their work, for the appropriate citation of sources, and for respect of others’ academic endeavors.” (UWS Chapter 14). Students who violate these standards will be penalized as permitted under UWS Chapter 14.
Participants with Disabilities:
Every effort will be made to accommodate the learning needs of participants with disabilities or those who need
special assistance. Individuals who require such accommodations should contact the instructor immediately.
Bibliography:
Arhar, J., Holly, M., & Kasten, W. (2001). Action research for teachers. Columbus, OH: Merrill Prentice Hall.
Brookfield, S. D. (1995). Becoming a critically reflective teacher. San Francisco: Jossey-Bass.
Brookfield, S. D. (1987). Developing critical thinkers. San Francisco: Jossey Bass.
Brown, J. L., & Moffett, C. A. (1999). The hero’s journey: How educators can transform schools and improve learning. Alexandria, VA: Association for Supervision and Curriculum Development.
Cochran-Smith, M., & Lytle, S. L. (1993). Teacher research and knowledge. New York: Teachers College Press.
Cooper C., & Boyd, J. (1994). Collaborative approaches to professional learning and reflection. Tasmania, Australia: Global Learning Communities.
Covey, S. (1989). The seven habits of highly effective people. New York: Simon & Schuster.
Danielson, C. (1996). Enhancing professional practice. Alexandria, VA: ASCD.
Dantonio, M. (1995). Collegial coaching: Inquiry into the teaching self.
Bloomington, IN: Phi Delta Kappa.
Darling-Hammond, Linda (1998). Teacher learning that supports student learning. Educational Leadership, 55 (5) 6-11.
DuFour, Rick & Eaker, Robert (1998). Professional learning communities at work: Best practices for enhancing student achievement. Alexandria: VA: Association for Supervision and Curriculum Development.
DuFour, R., & Burnette, B. (2001). Building professional learning communities. Presentation at the Wisconsin State Reading Association, Milwaukee, WI, August 3, 2001.
Fritz, R. (2001). The path of least resistance video guide. St. Paul, MN: Star Thrower Distribution Corporation.
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Fritz, R. (1989). The path of least resistance. New York: Ballentine Books
Fritz, R. (1985). Creating what you always wanted to but couldn’t believe before because nobody ever told you how because they didn’t know either. Salem, MA: DMA, Inc.
Galpin, T. J. (1996). The human side of change. San Francisco: Jossey-Bass.
Garmston, Robert, Wellman, Bruce. (1999). The adaptive school: A sourcebook for developing collaborative groups. Norwood MA: Christopher-Gordon.
Goodlad, J. (1999). Renewing the profession of teaching. Educational Leadership, 56. 15-19.
Guskey, Thomas (2000). Evaluating professional development. Thousand Oaks CA: Corwin Press
Harman, A. E. (2001). A wider role for the national board. Educational Leadership, 58. 54-55.
Hole, S., & McEntee, G. H. (1999). Reflection is at the heart of practice. Educational Leadership, 56. 34-37.
Hoffman, Nancy (2000). Learning to teach. In Schools That Learn, ed. P. Senge, 406-8. New York: Doubleday.
Holcomb, E. (1999). Getting excited about data. Thousand Oaks, CA: Corwin Press, Inc.
Interstate New Teacher Assessment and Support Consortium (INTASC). (No date). Draft standards for licensing beginning teachers. Washington, D.C.: Council of Chief State Officers.
Journal of Staff Development, 20. (1999). Teacher quality.
Jyce, B., & Showers, B. (1995). Student achievement through staff development. White Plains, N. Y.: Longman Publications.
Levine, S. (1999). A passion for teaching. Alexandria, VA: Association for Supervision and Curriculum Development.
Middleton, Valerie (2000). A community of learners. Educational Leadership, 57 (8) 51-53.
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National Research Council (2000). How people learn. Washington, D.C.: National Academy Press.
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Our conceptual framework, The Teacher is a Reflective Facilitator, is the underlying structure in our teacher preparation program at UW-Whitewater. This structure gives conceptual meanings through an articulated rationale to our operation. It also provides direction for our licensure programs, courses, teaching, candidate performance, faculty scholarship and service, and unit accountability. In short, our teacher education program is committed to reflection upon practice; to facilitation of creative learning experiences for pupils; to constructivism in that all learners must take an active role in their own learning; to information and technology literacy; to diversity; and to inquiry (research/scholarship) and assessment. Therefore, all syllabi pertaining to courses required for licensure reflect commitment to these underlying principles.
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