Working Smarter, Not Harder (making Educator Effectiveness and Licensure work together for your benefit)

Different Purposes – Same Goal Educator Effectiveness Student Learning Objectives (SLO) and Professional Practice Goal (PPG) Licensure Professional Development Plan (PDP) Increase the efficiency of the educator’s practice Determining areas of strength in performance as well as needs for improvement Setting goals for student achievement Meeting performance goals for District related to job retention Will be evaluated District guided, supported Increase the professional knowledge of the educator Working from areas of strength and interest in increase educator performance Tying educator knowledge to student learning Meeting requirements for license renewal Will be verified Your responsibility Goal = Increase student performance

Year 1 Year 2 Year 3 Year 4 Year 5 PDP Professional Development Plan Self- Reflection Goals Approval by team (IHE rep, Administrative rep. and Peer) Via:QEI Work on goals, annual reflection Work on goals, annual reflection, compile results, have plan verified by team. (For teacher Licensure) 1 PDP goal related to 2 of the 10 Wisconsin Teaching Standards Work verified only, not “graded” on student growth Initial Educators Teacher choice of goals, objectives, activities Teacher choice of evidence EE Educator Effectiveness New teachers are in summative year Remain in probationary period with a modified summative year Teacher starts three year cycle over Not in summative year Evaluation) Must write EEP plan with 1 SLO goals and a PPG goal with guidance from Admin Must write EEP plan with 1 SLO goals and a PPG goal with guidance from Admin Must write EEP plan with 1 SLO goals and a PPG goal with guidance from peers Danielson or Stronge models PPG goal and SLO goals may be related 1 Year process SLO goals progress will be used as part of Summative Evaluation SLO goals progress will be used as part of Summative Evaluation SLO goals progress will be used as part of next Summative Evaluation

Instead of being confused by the timeline, use it to work for you.. Step 1 – Write SLO goal and PPG for District (approved in fall) Step 2 – Think about “what do I need to learn to make these goals achievable for my students?”. (PDP) Step 3 – Broaden the area of learning and write a PDP goal that is stated in the” I will….so that” format. Step 4 – Work out the details to meet the goal Step 5 – Pick a team and send them the PDP goal to be approved (initial educators).

One more thing…. Also for Educator Effectiveness, you need to write a Professional Practice Goal (PPG). This goal is about how the educator will change/tweak/improve their practice. It does not have to be related to the SLO but it makes sense to have it be if you are “working smarter, not harder”. A PPG can create evidence to how the educator changes practice related to their new learning in the PDP goal.

In other words… What will you learn? (PDP) What will you do with what you learn? (PPG) How will it impact student learning? (SLO)

Example…. If the Student Learning Objective was…. 100% of the students will be proficient in their ability to read and write numbers using base-ten numerals and apply their understanding of place value by representing numbers pictorially (using symbols for base-ten block manipulatives), writing numbers in expanded form, locating a number on a number line, and comparing numbers, as measured on teacher made grade level summative evaluation.

So, a related Professional Practice Goal (PPG) might be…. Based on the SLO, a reflective question is “What could I do in my classroom practice to help my students meet the SLO”? So, a related Professional Practice Goal (PPG) might be….   I will work with my grade level team to create new written and performance assessments for our students to show their understanding of number knowledge.

So, a Professional Development Plan (PDP) And, based on the SLO and PPG, a reflective question for the PDP is “What do I need to learn more about to change my practice to meet my SLO”? So, a Professional Development Plan (PDP) goal that integrates the SLO and PPG might be….  I will use sources beyond our school math materials to find alternative practice materials and assessment strategies to reinforce learning for number knowledge so that my students show their understanding by being proficient on end of the unit assessments.

Another example…. If the Student Learning Objective was…. At the end of a unit, at least 80% of my tenth grade history students will be able to proficiently create a present day historical document resembling primary sources they have studied, as rated on a teacher made rubric.

So, a related Professional Practice Goal (PPG) might be…. Based on the SLO, a reflective question is “What could I do in my classroom practice to help my students meet the SLO”? So, a related Professional Practice Goal (PPG) might be…. With a colleague in the English department, I will develop a unit that teaches a historical event using primary sources and then asks students to create a document of their own that depicts an event of the present day.  

So, a Professional Development Plan (PDP) And, based on the SLO and PPG, a reflective question for the PDP is “What do I need to learn more about to change my practice to meet my SLO”? So, a Professional Development Plan (PDP) goal that integrates the SLO and PPG might be….  I will read instructional resources about teaching informational text and gather examples of primary sources as well as learn strategies to teach historical writing so that my students can create informational pieces about history.

To get your Professional Development Plan goal ready to be approved, you have to do the following components: Reflection School and Teaching Situation Writing the goal Rationale for goal (including relating to at least two Wisconsin Educator Standards) Plan for assessment and documentation Plan to meet the goal (objectives, activities, timeline, collaboration

Step 1/Year 1 “Self-reflection” On-going Thoughtful With intent to improve, expand, strengthen YOUR practice (PPG) With intent to improve student learning (SLO) Based on YOUR strengths and self-identified needs Personal and private

And, now, you can think about… RTI Common Core State Standards Achievement Gaps New curriculum adoptions Professional Learning Teams These are part of your classroom life so make them part of your reflection for your goals.

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

You must include: Description of your current position What is your title and what do you do? Number of years in this license category How many years have you taught, been an administrator or pupil services professional? Location of school as urban, suburban, rural Use these words Ethnic, cultural, special needs, socioeconomic diversity of school population Check the link on the QEI site _ Check with your school district for a description you can use

Description of the Goal(s) to be Addressed Step II B Description of the Goal(s) to be Addressed

Your goal must be: Verifiable Relevant to your self-reflection Aligned with 2 or more Wisconsin Teacher Standards

Recommended stem: I will… What will you do to impact your professional growth? What will you learn, research, study, etc. AND how will you implement, apply, develop and use, etc.? so that….. What will happen differently with student learning?

Another caution….. The PDP goal should be broad enough so that if your work situation changes, your goal will not need a major revision. Do not include names of specific programs or materials in the goal. Remember that work on the goal is over 3 – 4 years so make it broad. Example: I will read materials about SMART boards so that my students will be able to produce interactive products to show their understanding of Chapter 6 in the American History textbook.

Step II C Rationale

Think Why did you select this goal? What thinking (reflection) led you to this choice? (SLO, PPG) What about the situation in which you work, your position and responsibilities impacts your choice of this goal? (SLO, PPG) Which standards does it address?

Reference the Wisconsin Educator Standards your goal meets: Do this last. Do not start with standards. Choose two or more standards. You will need to reflect on these standards in your final reflection – so try to choose two. Look ahead to see how your SLO or PPG standards match with the Wisconsin Educator Standards.

James Stronge Teacher Performance Standards Educator Effectiveness Standards James Stronge Teacher Performance Standards Wisconsin Teacher Standards Performance Standard 1: Professional Knowledge The teacher demonstrates an understanding of the curriculum, subject content, and diverse needs of students by providing meaningful learning experiences. Performance Standard 2: Instructional Planning The teacher plans using the state’s standards, approved curriculum, instructional strategies, resources, and data to meet the needs of all students. Performance Standard 3: Instructional Delivery The teacher effectively engages students in learning by using a variety of instructional strategies in order to meet individual learning needs. Performance Standard 4: Assessment For and Of Learning The teacher systematically gathers, analyzes, and uses relevant data to measure student progress, guide instructional content and delivery methods, and provide timely feedback to students, parents, and stakeholders. Performance Standard 5: Learning Environment The teacher uses resources, routines, and procedures to provide a respectful, safe, and positive student-centered environment that is conducive to student engagement and learning. Performance Standard 6: Professionalism The teacher demonstrates behavior consistent with legal, ethical, and professional standards, contributes to the profession, and engages in professional growth that results in improved student learning. 1. The teacher understands the central concepts, tools of inquiry, and structures of the disciplines he or she 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 effect 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 who acts with integrity, fairness and in an ethical manner.

Plan for Assessing and Documenting Your Goal Step II D Plan for Assessing and Documenting Your Goal

Think How will you know if you have increased your knowledge and skills? (PPG) What evidence will you provide? How will you know what the impact on students has been? (SLO) What evidence will you provide? Evidence from your Educator Effectiveness Plan (EEP) can be used in your PDP. The QEI will store evidence from your EE plan and you can transfer/download it to your PDP. In the career portfolio section, you can store artifacts from your SLO and reflect on them as well as save them to upload to your PDP. With WeCAN you will need to copy and paste from Teachscape to your PDP.

Documentation/Evidence Your completed plan will be verified by the documentation/evidence you submit. You will need documentation/evidence to verify professional growth and impact on student learning. You will be allowed to submit 3-5 pieces of evidence total, some about your learning and some about student learning.

Artifacts / Evidence (artifact + summative explanation = evidence) Artifacts = items you create or gather to show changes in performance (of you or your students) over time Evidence = proves the existence or truth of something and helps someone come to a particular conclusion In the SLO and the PDP, evidence is an artifact accompanied by an explanation of how the artifact demonstrates either professional growth or an impact on student learning or both.

Objectives, Activities, Timeline and Collaboration Step II E Plan to Meet Your Goals Objectives, Activities, Timeline and Collaboration

How do you plan to meet your goal? What steps will you take? Objectives: What will you know or be able to do after you accomplish this objective? Hint: Use three objectives: About your professional learning About the new items you will create in your practice About how you will assess student learning

Sample objective verbs: Objective about increasing knowledge and skills (research, study, explore, learn about, investigate) Objective about applying knowledge and skills in the job (create, design, integrate, plan, deliver) Objective about assessing and analyzing the results of your actions (collect and analyze, assess, evaluate)

Note… The PDP requires there be two objectives. The idea to do three objectives seems to make the PDP easier to plan, navigate and document.

Activities: The actions you will take to accomplish your objective. Activities tell how you will do your professional learning What you will create And, what kinds of assessments you will create or use

Timeline, Collabortion Helps lay the plan out over the span of the plan. Try thinking of your learning in the first year and implementation and student proof of learning in the following years. Collaboration: Gives credit for conversations about students and professional topics Does not to occur with all activities – some things can be done on your own.

Now you are ready to find a team to verify your PDP goals… You will select your team online and send them your materials online.

Initial Educator Team (for goal approval and verification) One IHE Representative One Administrator One educator of the same license category (Teacher, Pupil Services, Administrator, not your mentor) The teacher should be in the same certification area and/or level. They do not need to be in the same grade level or subject matter. These professionals must have been trained and certified by the DPI. Team approves the plan. Team approves any major changes in the plan. Team verifies completion. Each by a 2/3 majority. It is possible, or even likely, that the same three people may not be on your team each time.

Professional Educator Team for Verification only Three educators of the same license category as you. Trained by the DPI.

How do I find a team? The QEI – Quality Educator Interactive – myqei.org Home page – use My Team Tab, search for team members Sorted by IHE, Administrator, Pupil Services, and Teacher The DPI website – www.dpi.state.edu Home page – use the Educator Licensing Tab (left side of page) Use Professional Development Plan (PDP) link (bottom of page) Use PDP Team link (left side of page)

After the goal is approved, you have time to work your plan, report in on your progress, gather your evidence, write a final reflection, and report to a team to verify your plan. Years 2, 3, and 4 – annual review, fill in dates of activities finished Years 2, 3, and 4 – collect evidence Year 5 – choose, organize, and label evidence – download into plan Year 5 – write a final reflection about your learning, student learning, collaboration and meeting the Wisconsin Educator Standards Year 5 – invite team and have plan verified

Good luck on working toward learning for you and your students…