PI-PDP-1 PDP Writing Form and Checklist



|[pic] |Wisconsin Department of Public Instruction |INSTRUCTIONS: Use this form when writing your PDP. |

| |PDP WRITING FORM AND CHECKLIST | |

| |PI-PDP-1 (Rev. 08-09) | |

|Professional Development Plan (PDP) forms available at: |

| |BIOGRAPHICAL INFORMATION | |

|Educator Name |Educator Telephone Area/No. |

|      |      |

|Educator Address Street, City, State, Zip |Educator Fax Area/No. |

|      |      |

|E-Mail Address |Educator File No.* |

|      |      |

|Educator School District |

|      |

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

|5th grade |1 |1 |

|Month/Year PDP Submitted for Goal Approval (Initial Educators Only) |Month/Year Plan Submitted for PDP Verification |

|June/2012 |Month/Year |

|*Educator file numbers may be found on the DPI Educator License lookup at: . |

|Present Licensure Stage |Licensure Category |Date Current License Expires |

| Initial Educator | Teacher |6-30- 2016  |

|Professional Educator |Administrator | |

|Master Educator |Pupil Services | |

| |PROFESSIONAL DEVELOPMENT PLAN | |

|Step I: Preparing to Write the Plan—REFLECTION |

|Reflect and prepare to write your PDP goal in Step II. While reflection is a required step in the PDP process, recording your reflection below is optional. |

|     I am currently in my first year of teaching fifth grade in the XYZ School district. I teach 16 Caucasian ten and eleven year old students. I have found |

|many strategies and techniques that I have learned throughout my student teaching experiences helpful in my first year with my own class. Throughout my first |

|year of teaching I have experienced many positive experiences with my students that reinforce my career path. I have also self-reflected and realized some |

|aspects that I want to improve on. I have observed a lack support students receive outside of the classroom. Students who have little parent involvement with |

|schoolwork often have behavior problems and frequently have missing work. The students who seem to communicate at home with their parents/guardians throughout |

|their daily agendas continually have work finished when they come to school and develop little behavior problems. It is my hope to encourage parent involvement|

|by making the knowledge as to what their children are doing during the school day as assessable as possible by utilizing technology. |

Step II: Writing the Plan—COMPONENTS

A. Description of School and Teaching, Administrative, or Pupil Services Situation

|I am currently in my first year of teaching 5th grade in the XYZ School District. The XYZ District is located 40 miles north of XXX, 25 miles east of XXX and 19|

|miles west of XXX. The school district community includes the villages of XXX and six other townships.  Our school is located in the rural community of XYZ, |

|Wisconsin.  Each year the XYZ District enrolls approximately 450 students, 46.2% female and 53.8% male. Ethnically the makeup of our school population includes |

|83.7% Caucasian and 15.4% Hispanic.  Our school hosts many children of migrate families who spend approximately two months of the school year in our district.  |

|In our district 12.7% of our students qualify for special education services. Lastly 46.2% of our school's population are considered economically disadvantages |

|with 37% qualifying for free or reduced lunch. Our district’s mission is to, in partnership with communities and families, be committed to providing the best |

|education for every student in a safe environment so that he/she will become a productive learner and successful citizen in the world community.  The district’s|

|goals include successfully implementing Response to Intervention and PBIS, raising WKCE test scores, and implementing the common core standards into our current|

|curriculum. |

| |

Review Checklist for Description of School Situation

Did you include a description of your teaching, pupil services, or administrative position?

Did you include the number of years you have taught, been an administrator, or been in pupil services?

Did you include whether the school is located in an urban, suburban, or rural setting?

Did you include the ethnic, special needs, and socioeconomic makeup of the school population?

Did you include your building goals/mission and/or district goals/mission?

B. Description of Goal to be Addressed

It is recommended that you use this stem: I will… (research, study, learn, apply, etc.) So that… (describe what you want to see happening differently with student learning).

|     I will research and improve my communication and technology skills and strategies to improve parent communication so that students receive more support to |

|decrease behavior problems, reduce missing work, reduce the number of D/Fs, and improve academic progress as measured by classroom assessments. |

Review Checklist for Description of the Goal

Did you describe how your goal will impact your professional growth?

Did you describe how your professional growth will have an effect on student learning?

C. Rationale for the Goal: Links to Professional Situation and Wisconsin Educator Standards

Based on your reflection, describe the reason for your goal. Describe how your goal is linked to your educational situation, and write out the Wisconsin Educator Standards (two or more) that you will focus on to meet your goal.

|      |

|I keep track of the days in which students come to school with their daily agendas signed and the days they don’t. I found a correlation to the few students |

|who came to school with their agendas signed daily and their high academic grades. As I reflected, I struggled throughout my first year with students having |

|missing work which greatly affected their progression in the curriculum. By learning new ways to communicate with parents, it is my hope that students will |

|gain more support outside of the classroom. I intend to do this through newsletters and mainly through the upcoming use and popularity of technology. Using |

|the internet and applications available I can reach out to more parents/guardians to communicate on student’s behavior, daily assignments and missing work. |

|(relating to teaching and pupil services) |

| |

|Throughout my goal I will meet several of the Wisconsin Educator Standards, including the following: |

|6. TEACHERS COMMUNICATE WELL |

|10. TEACHERS ARE CONNECTED WITH OTHER TEACHERS AND THE COMMUNITY |

Review Checklist for Rationale for the Goal

Does the rationale tell how your goal connects to your school, teaching, administrative, or pupil services situation? (Choose the category that applies to your situation)

Did you write out the Wisconsin Educator Standards that you will focus on to meet your goal? (must select two or more)

D. Plan for Assessing and Documenting the Goal

Record the anticipated methods you will use to assess your professional growth and the effect on student learning. It may be helpful to review steps III and IV when writing your assessment plan as they outline what is necessary when documenting your completed plan.

|I will document student learning by: |

|charting the daily missing work and compare these in the beginning, middle, and end of the school year |

|document student’s D/F reports before and after I implement parent communication options |

|document behavior issues by entries in power school and daily behavior problems, and compare throughout different times of the year |

| |

|I will assess my professional growth by: |

|- my attendance at professional development workshops dealing with parent communication and technology skills |

|- parent surveys questioning communication and usefulness of class online tools |

|- students feedback on end of your survey |

Review Checklist for Plan for Assessing and Documenting Achievement of the Goal

Did you include in the plan the anticipated methods you will use to assess your professional growth?

Did you include in the plan the anticipated methods you will use to assess the effect on student learning?

E. Plan to Meet the Goal: Objectives, Activities, Timeline, and Plan for Collaboration

Note: Completion dates will be filled in during Step III as each objective/activity is completed.

|OBJECTIVE 1 |

|I will research effective strategies to improve communication with my students and their parents. |

|Activities |Timeline |Collaboration |Date Completed |

|Read a book on communication strateiges: |June 2012- June 2013 |Talk to collages for |      |

|Easy and Effective Ways to Communicate with Parents by | |recommendations of resources. | |

|Barbara Mariconda | |Hold discussions on strategies | |

| | |that I learn throughout reading. | |

|(Additional resource: Crucial Conversations by Kerry | | | |

|Patterson) | | | |

|Research school's policy discussing parental involvement and |June 2012- June 2013 |Meet with administration to |      |

|other communication opportunities already present in the | |discuss opportunites already | |

|district. | |available for parents. | |

|Attend workshops provided by CESA and other organizations |June 2012- August 2014 |Collaborate with collages and |      |

|that teach utilizing technology to help improve student's | |support staff to discuss concepts| |

|responsibility and teacher communication with both parents | |learned and gain advice on ways | |

|and students. | |to impliment into classroom. | |

|      |      |      |      |

|      |      |      |      |

|OBJECTIVE 2 |

|I will implement communication strategies and technological advancements in my daily routine to help parent and student understanding of events happening in the|

|classroom. |

|Activities |Timeline |Collaboration |Date Completed |

|Develop a mailing list for students based on demographics |September 2012-June 2013 |Talk to school's bookkeeper |      |

|(divorced or separated families, etc.) | |and/or | |

| | |administration. | |

|Develop bi-weekly newsletters and take home folders to send |September 2012-June 2013 |Talk to admisistration, peer |      |

|home to parents so they are more aware of what is occuring in| |teachers and parent input on | |

|the classroom. | |important concepts to include in | |

| | |newsletter. | |

|Develop a class website so students and parents can view |September 2013-June 2014 |Collaborate with other teachers |      |

|information at home to get up to date descriptions of what is| |to discuss important information | |

|occuring in the classroom. | |to include on website. Ask for | |

| | |parent input on information they | |

| | |find helpful or would benefit | |

| | |from having on the website. | |

|Attach daily activities, spelling lists, missing work, |September 2014-June 2015 |Collaborate with other teachers, |      |

|homework for absent students, times when parents could come | |administration, and parents for | |

|in the classroom and help onto to the class website. Also | |input on appropriate concepts to | |

|include a blog on the website where parents can communicate | |attach on website and blog. | |

|with other parents as well as the teacher. Students could | | | |

|also blog discussions on the website. | | | |

|      |      |      |      |

|OBJECTIVE 3 |

|I will assess my goal by documenting student assessment and professionoal growth. |

|Activities |Timeline |Collaboration |Date Completed |

|I will discuss with parents during conferences if the |September 2013 to June 2014 |Parent input |      |

|newsletters are helping with parent understanding of | | | |

|classroom activities. | | | |

|I will tract student's missing work before I start the |September 2013 to June 2014 |      |      |

|website and after I have informed all parents of the website | | | |

|available to them. | | | |

|I will evaluate amount of students D's and F's, behavior |September 2014- June 2014 |Collaborate with all teachers |      |

|problems and missing work before and after I create the | |(support staff and elective | |

|website/blog by creating charts documenting each of these | |teachers) to collect information | |

|concepts. I will also post discussion questions on the blog | |on individual students. | |

|to learn how the tool helps parents get involved in their | | | |

|child's education. | | | |

|I will refelct on my personal growth by keeping a journal on |September 2012-June 2014 |Share and reflect ideas with |      |

|how the concepts I have learned have improved my teaching and| |collages. | |

|my student's growth. | | | |

|      |      |      |      |

|OBJECTIVE 4 |

|      |

|Activities |Timeline |Collaboration |Date Completed |

|      |      |      |      |

|      |      |      |      |

|      |      |      |      |

|      |      |      |      |

|      |      |      |      |

|OBJECTIVE 5 |

|      |

|Activities |Timeline |Collaboration |Date Completed |

|      |      |      |      |

|      |      |      |      |

|      |      |      |      |

|      |      |      |      |

|      |      |      |      |

Review Checklist for Objectives, Activities, Timeline, and Plan for Collaboration

1. Objectives

Did you include objectives that directly address the goal?

Did you include objectives that are observable and verifiable?

2. Description of Activities and Timelines

Did you align your activities with your goal and objectives?

Did you extend the activities through multiple years of the licensure cycle?

Did you state a timeline for completing the activities?

3. Plan for Collaboration

Did you include collaboration with others in your plan?

|Initial educators must submit Step II, A-E, to a PDP Team for Goal Approval. |

Step III: Annual Review of the PDP

Annual reviews are done in years two, three, and four and will be submitted as part of your completed plan in the last year of your licensure cycle.

Return to Step II E and enter completion dates for each activity completed.

Write a reflection in year two summarizing the progress made towards completing your goal.

Indicate, in your reflection, how you grew professionally and/or how your professional growth had an effect on student learning.

Write any revisions to your objectives or activities in the revision area.

Return to this step annually until your PDP is complete and ready to be submitted for verification.

Initial Educators may complete a 3, 4, or 5 year plan. One annual review is required for a three-year plan, two annual reviews are required for a four-year plan, and three annual reviews are required for a five-year plan. If there is a substantial change to your GOAL, you must complete and resubmit section II A-II E to a team for review and approval of the new goal.

Professional Educators must complete a five-year plan with three annual reviews.

|Reflection (Year 2) |Revision (if needed) |

|Date:       |Date:       |

|      |      |

|Reflection (Year 3) |Revision (if needed) |

|Date:       |Date:       |

|      |      |

|Reflection (Year 4) |Revision (if needed) |

|Date:       |Date:       |

|      |      |

Review Checklist for Annual Review

Did you include in your reflection how you grew professionally and/or how your professional growth had an effect on student learning?

Did you include any revisions to your objectives or activities?

Did you fill in completion dates for activities? (refer to Step II E of your plan)

Step IV: Documentation of Completion of the PDP

Your PDP must include 3-5 pieces of evidence that document professional growth and the effect on student learning. Number and label each piece of evidence (i.e., 1. Student test score analysis). You may use a single piece of evidence that focuses solely on professional growth or the effect on student learning as long as your completed plan includes both types of documented evidence. When attaching evidence, please include the number and label entered below.

A. Evidence of Professional Growth and the Impact of Professional Growth on Student Learning

▪ Number and label each piece of evidence.

▪ Indicate whether each piece of evidence documents professional growth, the effect on student learning, or both.

▪ Describe each piece of evidence identifying what is documented and the relationship of the evidence to the goal.

|1.       |

|2.       |

|3.       |

|4.       |

|5.       |

Review Checklist for Evidence of Completion of Your Plan

Did you provide three to five pieces of evidence?

Did you describe how your evidence documents your professional growth?

Did you describe how your evidence documents the effect on student learning?

B. Reflection and Summary

▪ Describe how you grew professionally in the Wisconsin Educator Standards identified in your PDP.

▪ Describe in detail the effect of your professional growth on student learning.

▪ Describe how you collaborated with others while working on your PDP.

|      |

Review Checklist for Summary and Reflection Statement

Did you describe how you grew professionally in the Wisconsin Educator standards identified in your plan?

Did you describe the effect of your professional growth on student learning?

Did you describe how you collaborated with others?

C. Submitting the Completed PDP for Plan Verification

|Submit your completed PDP including your 3-5 pieces of labeled evidence to a PDP Team no later than January 15 of the final year of the plan. If you are an |

|Initial Educator, include a copy of your signed Goal Approval Signature Form(s). |

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