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PROFESSIONAL DEVELOPMENT PLANS

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The process by which initial educators in the state of Wisconsin receive ... unless we know what our focus is and stay attuned to our goals and objectives. ... – PowerPoint PPT presentation

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Title: PROFESSIONAL DEVELOPMENT PLANS


1
PROFESSIONAL DEVELOPMENT PLANS
  • A plan for initial and professional educators
    licensure renewal.

S. Daly, 2007
2
Why PDPs?
  • The process by which initial educators in the
    state of Wisconsin receive professional
    licensure.
  • The process by which professional educators can
    renew their 5-year licenses by focusing on a
    meaningful goal that will energize their teaching
    and have a positive impact on student learning.

3
The importance of goal writing
  • You must have long term goals to keep you from
    being frustrated by short term failures. Charles
    C. Noble
  • Goals. There is no telling what you can do
    when you get inspired by them. Theres no telling
    what you can do when you believe in them. Theres
    no telling what you can do when you act upon
    them. Jim Rohn

4
What is your specific targeted goal?
What is the target and where do you want to land?
The plan should be your guide to a meaningful
time of growth and learning, with the intent of
achieving improved outcomes for the students that
you teach.
5
DECIDING ON A GOAL
  • Do you have a strength area that you would like
    to pursue further?
  • Is there an area in which greater competency
    would lead to improved student learning?
  • Is your school or district focusing on areas of
    improvement such as reading or math?
  • Is there a school-wide program that is being
    initiated that you need to know more about such
    as 6 Traits Writing, Direct Instruction, etc.?

6
  • Are there areas of identified low achievement in
    your classroom or in the school as a whole?
  • Do you have a special interest that relates to
    your job responsibilities such as technology
    integration, curriculum development, etc?
  • Is there a new professional role or
    responsibility that you see in your future or the
    future of the district?

7
  • What could you focus on that would make your job
    more creative or productive?

Questions for decision making related to goals
adapted from Alabama Professional Development
Module, Implementing PDP objectives and
Activities, http//web.utk/mccav/apdm/profdev
8
A meaningful goal helps focus our time on things
that are important. That helps tremendously with
time management.
In the absence of clearly defined goals, we
become strangely loyal to performing daily acts
of trivia. Author Unknown
9
SMART GOALS
  • Measurable-How will you know that you are making
    progress on your goal and that your goal is
    achieved? What will that criteria look like?
  • Attainable-Aim for a realistic target. The goal
    should be challenging, motivating and reachable.
  • Rewarding-The goal should be personally
    meaningful. It should be your own. Reasons for
    focusing on that goal should be clear, and it
    should be worth achieving.
  • Timely-The PDP has a specific timeframe. Given
    this, the goal should be able to be realistically
    accomplished within the set PDP framework.

10
FIRST THE GOAL, THEN THE OBJECTIVES
  • A goal properly set is halfway reached. Abraham
    Lincoln
  • Crystallize your goals. Make a plan for
    achieving them and set yourself a deadline. Then,
    with supreme confidence, determination and
    disregard for obstacles and other peoples
    criticisms, carry out your plan. Paul Meyer

11
Objectives are the stepping stones to successful
completion of your goal.
  • A clear vision, backed by definite plans, gives
    you a tremendous feeling of confidence and
    personal power. Brian Tracy
  • Setting a goal is not the main thing. It is
    deciding how you will go about achieving it and
    staying with that plan. Tom Landry

12
OBJECTIVES
  • Specific, measurable, short-term, observable
  • The arrows for your target.
  • Focused on the desired outcome.
  • Foundation on which activities are built and
    assessments are made so that the goal can be met.

13
What objectives will you need to meet in order to
accomplish your goal?
  • What do you want to know or be able to do ?
  • What do you want your students to know or be able
    to do?
  • Good objectives clearly describe the outcome.
  • Sequence or order the objectives in a way that
    makes sense.
  • -knowledge building
  • -implementing
  • -student outcomes/assessment

14
What kinds of experiences can support knowledge
building?
  • Seminars
  • Collegial lesson planning
  • Observations of other teachers
  • Study/support groups
  • Researching
  • Being mentored
  • Joining a professional network
  • Being observed
  • Reflection logs
  • University coursework
  • Videos
  • School visits
  • Exploring technological resources
  • Reading journals, educational magazines, books
  • Self-assessments
  • (Excerpts from Tools for Schools, Dec/Jan 2001,
    National
  • Staff Development Council, pg. 5)

15
Activities, Activities, Activities
  • Make sure the activities directly link to the
    related objective.
  • What will be the length of time needed to
    complete the activity?
  • Do activities span the timeframe of the PDP?
  • What order should the activities be placed in?
    What makes sense logically?
  • Will any resources be needed in order to carry
    out the activity?
  • Who would be able to collaborate with you on the
    activity? Colleague, mentor, expert consultant,
    study group?

16
After the PDP is written, then what?
  • Stay organized!
  • Dont file the plan away on a shelf. It should be
    an active document that you reflect on and
    revisit weekly.
  • Set aside specific times each week to reflect and
    focus on targeted activities
  • Seek collegial support
  • Stay in touch with other educators and arrange
    specific times to get together and focus on PDP
    progress including activities and assessments.
  • Make choices
  • Dont lose your target. When confronted with
    distractions, other opportunities, etc, know how
    to set priorities that keep you on track toward
    your goal.
  • Our days and weeks can be taken up with minutia
    that interfere with and even hinder successful
    student outcomes unless we know what our focus is
    and stay attuned to our goals and objectives.

17
PDP Progress and OutcomesWeek of
______________________
  • Goal __Obj. ___ Activity ___
  • Goal _ Obj. ____ Activity ___
  • Collaboration __yes ___no
  • With whom?_______________
  • Assessment of Activities/Students
  • Reflection

18
PDP Monthly Progress/Outcomes
  • Objective __ Activity __ __
  • Objective __ Activity __ __
  • Collaboration this month included
  • Assessments
  • Outcomes/Review
  • Plan for Next Month

19
STUDENT OUTCOMES AND ASSESSMENT
Its not about us, it is always about the
students. That is why we teach.
What we assess and how we assess needs to match
with our targeted goal and objectives, with the
rationale being improved student outcomes and
performance.
20
AUTHENTIC ASSESSMENTS
  • Logs
  • Journals
  • Writing samples
  • Performances
  • Observations
  • Interviews
  • Conferences
  • Projects
  • Videos
  • Questioning
  • Oral presentations
  • Labs
  • Exhibitions
  • portfolios
  • Self-evaluations
  • Authentic Assessment A Collection, Edited by Kay
    Burke, p.84
  • IRI/Skylight Publishing, Inc., 1992

21
Reflect, adjust, be patient
Over the timeframe of the PDP it will be
necessary to reflect often on progress, make
adjustments when needed, and cultivate the
patience that comes from knowing that obstacles
can be overcome when we have a clear goal that we
are aiming at, and know where we are headed.
22
A rewarding journey
The PDP process is a rewarding one for all
educators. Enjoy the journey! Stay focused on
the reasons why you chose your goal and why it is
meaningful to you. Remember that the work
involved will have lasting impact on the students
that you teach.
Positive student outcomes
S. Daly, 2007
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