1. 1.Before we start, please write any questions you have about the PDP Process on large Post- it notes and put the notes on the question board. If the question is unique to your situation please include your name. 2. Review the Marzano Teacher Factor article and your response sheet-and write your three words about teacher impact on the poster. 1 EDUC 584 Writing the PDP with Initial Educators http://www.slideshare.net/ocelotte/what-works-in-schools-robert-marzano

2. EDUC 584 Writing the PDP with Initial Educators 2 Mary Cieslewicz SEWNTP PI-34 Coordinator mary.cieslewicz.wfbms@gmail.com 414-339-5353

3. 3 Welcome Back EDUC 584 Credit Option Restrooms Snacks Evaluation Questions Comments

4. EDUC 584 Session 2 4 1. Marzano Article 2. Write PDP Goal and Objectives 3. Add Activities 4.PI-34 Overview 5.Write PDP Rationale

5. Marzano Overview Employed the technique of meta analysis Synthesized a vast amount of research quantitatively Formed statistically based generalizations regarding the research within a given field 5

6. Marzano’s Criteria K-12 students US Schools Directly or indirectly measured the relationship between the teacher’s skills and student academic achievement 6

7. Factors Influencing Achievement School Teacher Student 1. Guaranteed and Viable Curriculum 2. Challenging Goals and Effective Feedback 3. Parent and Community Involvement 4. Safe and Orderly Environment 5. Collegiality and Professionalism 6. Instructional Strategies 7. Classroom Management 8. Classroom Curriculum Design 9. Home Environment 10. Learning Intelligence/ Background Knowledge 11. Motivation Leadership 7

8. What makes a difference? 13 % of a student’s improvement due to teacher 7 % due to school Factors controlled by schools account for 20% of the variance in student achievement. 8

9. Student beginning at 50% Most Effective TeacherLeast Effective 53% one year boost 83rd percentile in year 3 14% one year improvement 29 th percentile in year 3 9

10. Best Case Scenario A student who starts at the 50% but has the most effective teacher in a most effective school will be at the 96% percentile after three years! Do we have a reason to be optimistic? 10

11. 11 Give One-Get One After reviewing the Marzano article on Teacher Factors, what three words you think describe the impact of teachers on student learning? Directions: Write those words on column one of the table on the page 10 of your packet. Find three partners for tonight. Exchange one of your words and write your partner’s word in the middle column and his or her name in the third column as he or she records your word and name.

12. PI-34 FAQ QUIZ Find your word partner I and work together to answer the question on the quiz on pages 1-3 in your packet. 12

13. WRITING YOUR GOAL 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 towards its achievement. --Gary Ryan Blair 13

14. STEP 2 B:WRITING A PDP GOAL The goal must be informed by: 1. Self reflection 2. Connected to the Wisconsin Teacher Standards The goal must describe how: 1. It will impact professional growth 2. It will impact student learning 14

15. How is a PDP Goal different from SLO PDP Goals can be academic, behavioral, social/emotional while a SLO is always academic PDP Goal must be implemented for the length of the plan while a SLO is often for one year PDP Goals are still linked to the Wisconsin Educator Standards An EEP has two goals—a PPG and SLO which are somewhat similar to the two objectives generated from a PDP goal. 15

16. Can my PDP Goal be the same as my Educator Effectiveness goal? DPI Response: Since both PDP Plan goals (Step II-B) and the Educator Effectiveness Plan’s professional practice goals must be standards-based (and DPI is assisting educators to see parallels between the 1995 Wisconsin Teacher Standards and the 2011 InTASC Standards, it makes sense to align them. Moreover, Student/School Learning Objectives (SLOs) can be aligned with PDP and Educator Effectiveness Plan professional practice goals, providing outcome measures for goals. When that happens, the evidence and lessons learned on SLOs and professional practice in Educator Effectiveness End-of-Year Goal Reviews can be used in the Professional Development Plan both in Annual Reviews for years 2-4 (Step III) and as Evidence of the Impact of Professional Growth on Student Learning (Step IV-A). That said, PDP goals need to be broad enough to cover a 3-5 year plan and possible changes in assignment during that time, while SLOs and annual Professional Practice Goals are for a single school year in the educator’s current assignment. In the course of one PDP, an educator may write 10 or more SLOs with only one PDP goal. 16

17. Writing Goals(II-A) and Objectives(II-E) Listen to an eight minute video of an interview to help an Initial Educator formulate her goals and objectives. http://ics.webcast.uwex.edu/Mediasite6/Play/9dc54a8e 9163410089267ad660c6248b1d http://ics.webcast.uwex.edu/Mediasite6/Play/9dc54a8e 9163410089267ad660c6248b1d In your Workbook on page 1, check off the key GOAL INTERVIEW questions you hear. Notice that the interviewer paraphrases and clarifies but never judges or intrudes with her own ideas of what the teacher should do. 17

18. How to Move from Goal to Objectives- be more specific (P. 2) MUSIC GOAL: I will research and incorporate music and movement strategies into my classroom so that active engagement of my students will improve. Objective 1: I will increase my understanding of brain development linked to music and movement. Objective 2: I will implement culturally diverse activities/child-prompted, diverse thematic units. 18

19. Let’s Try this together As you listen to me interview a teacher try to formulate a goal that fits what you hear. 19

20. Find Word II Partner & Conduct Interview (Take turns taking notes in Partner’s Packet on page 1) What do you do? What do you enjoy? What are you most proud of? Any area that has been a challenge? What do (did you identify in the homework as the topic for your goal) you want to learn more about? What would you need to learn? How would this impact student learning STOP—Help your partner write and revise his or her goal statement and write corresponding objectives for professional growth and student learning. (P. 6). SWITCH ROLES and repeat. 20

21. Partner Time I’m here as a resource to help you work on goals and objectives. 21

22. II-E. ACTIVITIES What activities help you learn as a professional? On Page 4 in your workbook, write all the activities you can think of that provide opportunities for you to learn about research, strategies and best practices in your role as an educator. How have you learned in the past? What learning opportunities exist in your school and district? 22

23. Three Corners Choose one of the Corners (Elementary, Secondary, Special Education). Find a group member willing to be the recorder. Create a master list of opportunities for Professional Learning. 23

24. II-E. Add Activities, Timeline, and Collaboration Look at Ben’s PDP, “Writing Activities for Each Objective” (pages 24 and 25 in the IE Toolkit) Activities for Professional growth have typical content-as you identified in your groups.  Activities usually imply:  Where the activity fits on the timeline  If collaboration is likely  If the activity produces an a piece of evidence to verify the plan  If the activity contribute to assessment of learning 24

25. Student Learning Activities Also Fall into Typical Categories Design new materials-units, assessments, activities Implement new strategies-academic, behavioral, organizational, communication Implement new technology You are anticipating likely activities as you write your plan, but actual activities are subject to change based upon what you learn and are easily revisable in annual reviews. 25

26. Like Goldilocks in “The Three Bears” activities have to be just right Not too vague, not too specific….just right! Don’t stress too much over getting them right in your crystal ball-- They are alterable, changeable, revisable in you annual reviews. I will take workshops in technology I will take a Google docs workshop I will take tech workshops that focus on collaborative learning 26

27. Work with a Partner or Work on Your Own and Draft Activities for Professional Growth and Student Growth Use the template in your workbook (p. 5) to draft professional learning activities with collaboration and a timeline.. http://ideas.gstboces.org/programs/timer / http://ideas.gstboces.org/programs/timer / Use the template in your workbook (p. 6) to draft student learning activities with collaboration and a timeline. 27

28. Part C.-WRITING THE RATIONALE Connect the dots among your reflection, situation, goal, and the standards. Listen as the example in the PowerPoint is read and underline key words (p. 10) that describes teaching situation and circle at least two standards. 28

29. Sample Rationale for the goal: BEN’S GOAL I will learn the content of the "Literature in a Diverse America" course and plan a variety of lessons so that students will engage with literature that provides diverse perspectives and experience academic success by successfully taking and passing formal assessments based on the literature read. As I reflect on my first year and think ahead to the next, the advanced literature class is my greatest challenge. I have begun preparing by reading material and taking notes, and enrolling in a Univ. Course for implementing a multi-cultural curriculum. My teaching of this class relates to a school goal of increasing student knowledge and ability to communicate that knowledge. My goal meets WI Ed. Standards including: 1. Teachers know their subjects and 8. Teachers know how to test for student progress. (shortened from orig.) 29

30. Part C: Write the Rationale Take a few moments to look at additional examples on pages 10 to 12 in the workbook before drafting your rationale on paper or online. Notice that standards can be referred to in the body of the text or listed at the end. The entire standard statement does not need to be included. (However the online versions may direct how they want standards included) 30

31. Please take a moment to complete the “Taking the Pulse” Sheet 31

32. Homework-Page 13 in Workbook Complete Plan through all parts of STEP II (except D) By Sunday share goal and objectives with Mary via “share information” to your QEI account, “special access” to your WECAN account or email attachment of PDP to mary.cieslewicz.wfbms@gmail.com mary.cieslewicz.wfbms@gmail.com For next class: Bring 2 copies of PDP completed through Step II Be prepared to present your goal and objectives in a small group A partner will evaluate your plan with a checklist Complete Reading and Response Sheet for Session III, “The Key to Classroom Management,” by Marzano Additional Article Resource: http://www.slideshare.net/i4ppis/managing-classroom-behaviour http://www.slideshare.net/i4ppis/managing-classroom-behaviour 32

33. Alice, Dorothy, and even Harry Potter have it within to reach their goals. So do you! “Would you tell me please, which way I ought to go from here?” asked Alice. “That depends a good deal on where you want to get to,” said the Cat. Alice’s Adventures in Wonderland, 1865 33

34. Following slides not used 34

35. %ile improvement increase 0 20 80 100 40 60 Starting percentile 50th Starting percentile 50th Teacher effectiveness Student Achievement Increase of 34%ile to 84%ile 13%ile increase to 63%ile 35

36. %ile improvement increase 0 20 80 100 40 60 Starting percentile 50th Starting percentile 50th Teacher effectiveness Student Achievement Increase of 49%ile to 99%ile 28%ile increase to 78%ile 36