2.  Important Information  Soda/Vending machines  Course registration  Handouts for weekend  Computer Use  Wiki  Wifi password  Evaluations

3.  Favorite season of the year:  summer, fall, winter, spring  Discuss in your corner what you love about that season. Share the top two reasons group members selected it.

4.  4-Corners--What do you know about PI 34? › Not much yet › Some › Quite a bit › I could teach this  Fill out the chart in Your Corner as you verbally share your current position in relation to serving pre-service or initial educators, your knowledge background about PI-34 and any other relevant experience serving pre-service or initial educators.  RECORD QUESTIONS the members of your group have.

5.  Think about a person you most enjoy working with in a group  Look at the Ground Rules  At your table discuss the ground rules › Which seem most relevant to our work? › Are there any rules to add, rules to delete or modify? In about 10 minutes be ready to share 3 top tips.

6.  2-Suspend Judgment  4-Listen Actively  6-Speak honestly  8-Bring humor

7.  First Year of every License Cycle is for Reflection. Reflection continues to be an important component throughout.  How can Margaret Wheatley’s principles of conversation support that reflection?  Who are some people in the life of a pre- service or new educator who need to practice these principles?

8.  What’s in a name? › Understanding › Supporting › Facilitating › Spirit  Why are you here? How will this course help you? Others?  What is the connection between 690 and becoming an IHE?  Why am I here? What background does the instructor bring?

9.  Course Assignments and Grading System for 3 credits  Meeting Agenda on an aspect of PI-34 you would like to communicate in District 20% -- Due Final Day of Class  Reflective Essay connection of PI 34 to Servant Leadership20%  Professional Development Plan 50%  Attendance & Participation10% (short presentation activity in small groups on day 2)  Take a few moments to individually review the syllabus.  Know that more details will come on these assignments.

10. Work in small groups to complete the PI- 34 pre-assessment -- What do we know about PI-34? Stand up if you said you knew quite a bit or could teach the course. Join one or more seated colleagues and work in groups of two or three. Take turns being the partner with the KEY.

11.  Take time to reflect upon our activities so far › Ice breaker (4 seasons) › Ground rules › Purposes of the course/syllabus › PI-34 pre-assessment  When, in your role (mentor, supervisor, professor, colleague, etc) with pre-service or initial educators have you found it useful, helpful or important to use an icebreaker, set ground rules, review purpose, or pre- assess?

12. 1. Background: 2-9 As we review the slides together, consider what has happened since 2000 that either makes the PI-34 vision as relevant or even more relevant? What are additional considerations are needed in 2015? Record your thoughts in the PI-34 Synopsis notes page. 2. A new system: 10-18. Work with a partner to read and discuss slides. In your experience working with initial educators how well have colleges fulfilled their role. How well have districts fulfilled expectations for supporting initial educators. How well has DPI fulfilled its role to colleges and districts and how has the vision of career long professional development been advanced. DEBRIEF GROUP: What’s happening now. What more is possible. Questions. 3. Career Long Professional Development: 19-32. In your experience is the vision of career long professional development including collaboration and focus on standards more embedded in schools as a result PI-34?

13. “Resistance to change is perhaps as natural as the need to change is obvious”

14. Where does an educator write a PDP? You can create a draft on YOUR COMPUTER: Download a PDP form from DPI link http://tepdl.dpi.wi.gov/pdp/writing-a-pdp http://tepdl.dpi.wi.gov/pdp/writing-a-pdp Final is in THE CLOUD: Complete an online PDP at 1. WECAN services.education.wisc.edu/wecan/ 2. QEI myqei.org GRANTING “Special Access” allows you to give feedback to someone on their PDP while they are developing it and does not mean you are a reviewer.

15. 1. Be prepared to begin writing a PDP by downloading the fillable form and registering on a PDP online site and Granting Special access to mary.cieslewicz.wfbms@gmail.com 2. Anticipate that you and a partner will explore an online site that is an essential resource in writing a PDP or a topic of change in education and present to the class. 3. Anticipate that your will begin writing a PDP that focuses on your own teaching OR how you can better serve PI-34 needs of educators you serve in your role. 4. Commit to being that person you most admire as a work partner.

17.  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 family members in other spots?

18.  PDP

19. 1. Reflection 2. Writing the Plan-several components 3. (for initial Educators) Goal approval by PDP Team reviewers 4. Annual review of the plan 5. Documentation of the completed plan 6. Verification by the PDP Team (3 reviewers) Ben’s plan is the example PDP in the Initial Educator Toolkit which can be downloaded from DPI. Bens plan begins on Page 33 of the DPI Toolkit (Currently being revised by DPI) Work with your Rule 8 Partner and walk through Ben’s PDP with the PDP Scavenger Hunt Review the final slides in the PDP Synopsis PowerPoint 33-38 In your packet list the struggles that beginning teachers have with the PDP process.

20.  Initial Educator -educator with an IE license, any teacher who has not yet completed a PDP and ADVANCED to the professional educator license  Goal –sometimes means your one or two sentence statement of the plan. (Step II B)  Goal -sometimes used to refer to PLAN through Step II E.  PDP Team -Not really a team at all, but the 3 reviewers in specific roles who independently verify your PDP-do not need to be the same people in the beginning and end  Goal Approval -three reviewers have read Step I and Step II A-E and at least two reviewers verified it met requirements.  Verification - three reviewers have read the COMPLETED PDP & verified you have met the requirements. 20

21.  Using WI Quality Educator Initiative Licensure Stages Chart...  1) As an initial educator tell someone unfamiliar with PI-34 the main steps to licensure  2)As a professional educator, what are 3 main differences between your licensure cycle and an initial educator’s?

22. Option I: Write a PDP with a goal that states what you, in your role as a mentor or teacher leader, need to learn and do to improve PI-34 support for educators in your institution, school or district leading to increased learning for their students. (9) The teacher is a reflective practitioner who continually evaluates the effect of his/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. (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. Option II: Write a PDP with a goal that states what you, in your role with students, need to learn and do to improve your learning and student achievement

23. IN Year one the initial educator should reflect by analyzing the relationship between student learning and the initial educator’s developing professional practice. What strengths or successes does he mention? What struggles or challenges does he include? What standards would you suggest link to this reflection? You completed several “reflection” activities so far including the four corners assessment of your current knowledge and your notes to accompany the PI-34 Synopsis PowerPoint. In your reflection consider: 1.Reflect on current implementation of PI-34 in your district, what you know and need to know about PI-34 and how the spirit of PI-34 is supported in your school or district and what more could be done? Write your reflection on the downloaded PDP form, a word doc, or your online site.

24. Year I of the license cycle is for reflection. DPI provides a reflection tool The educator effectiveness process involves a reflection tool Mentor collaborative logs are a reflective tool What are opportunities in working with initial educators to involve them in reflection and remind them to document reflective work?

25.  Write 5 post-it notes of things that happened in class today that you are proud Write 5 post-it notes of accomplishments this year you are proud of.  Write 5 post-it-notes of future work you must do to meet district, building, team, or curricular goals.  Work with a partner to sort your current and future success post-its into the Standards.

26.  Did you find clusters of post it notes?  Did some post-its fit more than one standard?  How many standards must align with the goal you write?  Is it a benefit to have more than the required number?

27. Look at the list of requirements for a Description of Situation. Listen whiles Ben’s Description is read and check off components as you hear them. Is there anything about his description of situation you wished he had added? Where does Ben get his information? Choose one of the two description of situations in the packet and verify that it contains the required elements.

28. For Homework: Write your description of situation. For the option 1 PDP describe your role in supporting others in understanding PI-34, growing professionally, and successfully writing and implementing a PDP. Also include a description of the educators you serve—e.g., pre-service, 1 st and 2 nd year Initial educators, 3+ initial educators and/or professional educators. In addition, if you are in a school district, use WISEdash SITE http://wisedash.dpi.wi.gov/ and district or school resources to complete the requirements of Step II A. Use the checklist in the PDP. http://wisedash.dpi.wi.gov/ Think about: What resource do you provide educators to help them complete Step II A? Would it be ok if teachers in your district used the same description of situation? http://tepdl.dpi.wi.gov/sites/default/files/imce/tepdl/pdf/Collaboration- Guidance.pdf

29.  Over the past several years, there has been a significant amount of change in education within the state of Wisconsin and more change is to come.

31.  http://statesupt.dpi.wi.gov/ http://statesupt.dpi.wi.gov/  What changes have been implemented? What plans have changed? Why?

32.  We are going to take time to explore some changes and how they will relate to our roles in supporting teachers – new and veteran ones  With a partner, review the updated DPI website and prepare your findings related to one of the listed focus questions. Be prepared to share your information with the whole group.  http://www.dpi.wi.gov/ http://www.dpi.wi.gov/  Link to home page of DPI  Use the K-W-L chart to determine which topic you would like to pursue. In 15 minutes we’ll meet and form groups.

33. 1. What are the WI Teacher Standards? How do they relate to student learning? With which ones do most beginning teachers struggle? Where do they need the most growth and support? 2. Using the chart provided and additional resources you find explore correlations among the InTASC Standards, the WI Teacher Standards, and Danielson Framework. What are some clear similarities? What are some significant differences? What are the implications of those differences? 3. What are the major components of the Educator Effectiveness program? Show important features on the DPI website. How is it impacting beginning teachers? 4. How are the administrator standards different from the teacher standards? According to the standards, what role do administrators have in supporting beginning teachers? AND…what role do they have in facilitating student learning? What is the role of administrators in Educator Effectiveness and how is this impacting beginning teachers. 5. Explore the transition to ELO (online licensing). Demo the site and discuss how and when an initial educator may need guidance in this process. Also show where an educator with a special situation such as coming from out-of-state can find information. 6. Explore the WISEdash site. Demo the site and discuss why reflecting on demographics is important in writing a PDP. Discuss how one might decide between using district or school demographics.

34.  What does everyone need to know?  How will you share this information? You must create a document to share on the WIKI as a resource for colleagues. › Compare and Contrast chart › Powerpoint › Top ten list › Q and A › Graphic  What questions do you have before we join our partners.

35.  Record notes as you listen to each presentation.

36.  What worked?  What could be changed or altered?

37.  Review the administrator and teacher standards (INTASC and WI) along with the Danielson Framework handout.  Which teaching standards would correspond to a PDP written to learn and share processes related to PI-34?

38.  What are ideas for support for new teachers that you wish would be added in your school or district to advance the spirit of PI-34.  Examples: › I wish mentors had practice writing PDPs › I wish new teachers had opportunities to reflect on their practice with other new teachers

39.  Reflect during the week on possibilities for your PDP topic.  Explore the websites for online PDPs (WECAN and QEI, the DPI Website including license lookup and WISEdash.  Finish writing your Reflection and Description of Situation  Think about the meeting agenda assignment— what information would you like to share about PI-34? What changes in support might you suggest? Who will attend the meeting. This assignment is due the last day of class with time to work on Friday.

40. Read one of your wishes to the group

41. If you are a dreamer come in If you are a dreamer, a wisher, a liar A hoper, a pray-er, a magic bean buy-er If you’re a pretender come sit by my fire For we have some flax golden tales to spin Come in! (And come back next week:)