2.  Morning Ice Breaker: › Only child, oldest child, middle child, or youngest child  What do you like best about your familial position? What drove or drives you crazy about others?

3. 1. PI-34 Meeting Agenda 2. Reflection Essay 3. PDP Assignment

4.  Due Wednesday morning (tomorrow)  Let’s look at syllabus and rubric › Guidelines for assignment › Agenda › Ice Breaker  Handouts – One-page copy for each participant  Samples of student work

5.  2-3 page reflective essay  Due by August 19 (via e-mail attachment) -- lmplichta@stritch.edu

6.  That is what we are going to start working on now...  Professional Development Plan Options (Select 1) › Write a Professional Development Plan › Prepare a Mentor Plan to support teachers in writing and completing their PDPs › Prepare a Workshop Plan or Power Point to help teachers understand the connection between their PPGs and their PDP › Do you have another idea for demonstrating your understanding of the PDP process? – See instructor

7. Preview using “Ben” Scavenger Hunt

8.  Ben’s plan is the example PDP in the Initial Educator Toolkit which can be downloaded from DPI. Ben’s plan begins on Page 33 of the DPI Toolkit (Currently being revised by DPI)  Work with a partner and walk through Ben’s PDP with the PDP Scavenger Hunt  In your packet write down one or two questions you really want answered.

9. Reflection on Standards Wishes, Dreams, Goals What inspires you?

10.  Review the administrator and teacher standards (INTASC and WI) along with the Danielson Framework handout.  Do a personal reflection on EITHER the administrator standards or teacher standards – What are your strengths and opportunities for growth?

11.  We subject ourselves to three fundamental principles: › Wishes. "I wish I could win the lottery." › Dreams. "I want to retire at the coast." › Goals. "I will retire at the coast by building my personal wealth, through strategic financial planning."  In groups of 2-4, make some wishes, dreams and goals for our/your education system  Post on large paper. Let’s do a gallery walk of wishes, dreams, and goals

12.  Looking at those dreams, wishes and goals, what inspires you?  Consider your reflection on the teacher/administrator standards, how might some of these ideas fit into these standards?

13.  “A goal is created 3 times. First, as a mental picture. Second, when written down to add clarity and dimension. And third, when you take action toward its achievement.” Gary Ryan Blair  The PDP process is designed to help educators achieve these three steps.

14.  Remember Step I – Reflection  Step II -- Writing the Goal  The goal must be informed by: 1. Self reflection 2. Connected to the Wisconsin Teacher/Administrator Standards or InTASC Standards  The goal must describe how: 1. It will impact professional growth 2. It will impact student learning

15. What do you desire to learn that would be so compelling to inspire your growth professionally AND Have a positive effect on student learning?

16.  1. Tell me about your current school and teaching/educational situation. (A)  2. What are your strengths as a teacher/administrator? (C)  3. What are some of your challenges? (C)  4. Based upon your responses to the previous questions, what do you want to learn that will impact student learning? ( B)  5. What possible activities will facilitate your growth and also impact student learning? (E)  6. How will you know you have achieved your goal? (D)

17.  Complete three 3 circles of learning relate to this morning’s activities

19.  We are half way through our time together – What are questions, clarifications, or needs you have at this time?  Discuss at your tables. Post on white boards/post –its.

20. 1. Pre-assessment 2. Vision 3. Challenge and Response 4. Framework for Professional Development 5. The PDP

21.  Online Licensing – overview on DPI  Initial Administrator Team – › Administrator (peer role), › Administrator, › IHE with Administrative License  No stipulation about % of contract. What matters is consistent contact with group of “students”  ONLINE PDP reviewer training -- in process  OTHERS ?

22. 1. THE PDP REQUIRES NEW PROFESSIONAL LEARNING. SO DOES THE PPG. 2. THE PDP REQUIRES VERIFICATION OF STUDENT LEARNING. SO DOES THE SLO. 3. THE PURPOSE OF THE PDP IS FOR LICENSE RENEWAL. THE PURPOSE OF THE SLO AND PPG IS EDUCATOR EFFECTIVENESS. 4. THE PDP IS FOR MULTIPLE YEARS. SLOs AND PPGs ARE LIKELY ANNUAL. 5. THE PDP IS APPROVED BY DPI TRAINED, PDP REVIEWERS. SLOs AND PPGs ARE REVIEWED BY DISTRICT ADMINISTRATORS.

23.  Specific  Measurable  Attainable  Results Based  Time Bound  SOME NOTES: › SMART, not required › Goal can be academic, behavioral, socio-emotional

24.  Teacher: I will... (research, learn, investigate) so that students will... (desired impact on student learning)  Administrator: I will... (research, learn, investigate) so that teachers will... (desired impact on teacher practices) so that students will... (desired impact on student learning)

25. WORKBOOK – A Resource POWER POINT – A Resource

26.  In pairs, review the list of sample goal statements found on pages 13/14 of PDP Packet: › General Comments? › Strong ones? › Areas of concern?

27.  Page 17 – PDP Packet  Review how the Objectives support the PDP Goal

28. 1. FIRST objective restates professional growth part of goal (your knowledge & skills) Possible activities: courses, workshops, study groups, in- services, teaming with colleagues 2. SECOND objective restates student growth part of goal (student new knowledge and skills) Possible activities: new groupings, technology, strategies, lessons, assessments 3. THIRD (optional*) objective stating how you will assess & analyze data to measure effect on professional and student learning (Possible activities include assessments you create or data you collect from already available sources) *Optional because you must also do this in Part IID-the Assessment section of the PDP 28

29. › MEETING AGENDA PRESENTATIONS › Bring PDP goal statement or ideas for the other PDP option you’ve selected › BRING LAP TOP or FLASH DRIVE

30. Swimming story: How does this analogy relate to the mentoring process?