The Professional Development
Plan for License Renewal in
Wisconsin
Goal Writing Workshop
PDP Focus
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Professional desire to learn
Linked to student learning
Create an area of focus
Map the activities to achieve purpose
Determine support of others
Collect data along the way
Verify learning
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Types of PDP Goals
• Academic – want students to achieve/perform
at a certain level over time
• Behavioral – want students to change
behaviors over time
• Socio-Emotional – want to demonstrate
affective changes over time – engagement,
motivation, etc.
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Elements of PDP as Journey
• Where am I now? (Self-Reflection, Step 1)
• Where would I like to go? (Goal statement, Step II B.)
• Why do I want to go there? (Rationale, Step II C.)
• How will I get there? (Objectives & Activities, Step II E.)
• How will I know I have arrived? (Artifacts, Step II D. )
PDP and Educator Effectiveness
• SLO = Student Learning Objective (for
teachers) and School Learning Objective (for
principals)
• PPG = Professional Practice Goal
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How does Educator Effectiveness and a PDP Intersect?
EEP
Educator
Effectiveness Plan
PPG
Professional
Practice Goal
SLO
Student Learning
Objective
PDP
“I will”
(your professional
growth)
PDP
“So that”
(impact on student
learning
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How Can you Work on Both?
• Align your PDP goal as best as you can to the
new PPG and SLO that will be required in
2014.
• For example, if your district/building is
working on literacy, how can you incorporate
literacy in your PDP and SLO?
How can you be Intentional?
• For your PDP, think about your broad PDP
goal as incorporating your PPG and SLOs over
time.
• An SLO can be an objective of your overall
broad PDP goal.
• Collect artifacts for your PPG and SLO on a
yearly basis and you then have artifacts for
your PDP over time.
Complete Vision Activity
• Start at the top and think about what you
desire to learn professionally that may also be
aligned to your PPG.
• Skip to bottom and describe where you are
now: “I’m currently working on
incorporating more literacy into …..”
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Definition of Professional Growth
• How does your practice change or evolve
from the beginning of your PDP to its
conclusion?
• You can demonstrate increased proficiency by
selecting evidence sources that will allow a
baseline to be identified and growth
documented over time.
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Evidence of Professional Growth
• Think about processes and products/artifacts
that you can collect over time
• Ask yourself how will I know that I have
grown professionally? What will I submit to a PDP
team that shows growth (change of professional practice,
acquired new knowledge/skills)
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Review of What it Means to
Grow Professionally
You grow professionally when you
• Acquire new knowledge/skills,
• Apply new knowledge/skills,
• Change your professional practice,
• Enhance reflective practices,
• Improve student learning, and
• Contribute to the learning community
Reflect and Think
You are reviewing the following goal for a
colleague. What reflective questions would you
ask to help him clarify what he wants to do?
Goal: I will learn about and implement
effective writing strategies so that my
students become well-rounded writers.
What is in it for Students?
• How will students benefit from what you are
doing differently?
• If you are better at classroom management
what impact will that have on students? (ex.
on task more? engaged in learning more?)
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Definition of Student Learning
• Refers to changes in student knowledge, skills,
and/or dispositions related to educational
experiences, activities, and interventions.
• Think about how students’ academic
performance and/or behavior changes over
the course of your PDP.
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Evidence of Student Learning
• Think again about processes and
products/artifacts that you can collect over
time
• Ask yourself how will I know that my
professional growth had an effect on student
learning? What will I submit to a PDP team that shows
that students have learned (performing better on assessments,
acting differently)
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Review of Student Learning
The effect on student learning can be seen when
• Students are acting the way you want
• Students are creating something that they couldn’t do
before
• Students are performing better than they were
• Students are actively engaged in learning
• Students are scoring better on formal and informal
assessments
Reflect and Think
You are reviewing Step 2 D. for a colleague. In this section,
she writes the following to assess her professional growth.
What reflective questions would you ask to help her clarify
what she plans to collect as evidence?
Plan for Assessing Professional Growth:
• Compiling a list of effective literacy strategies
• Professional evaluations
• Observation notes from observing colleagues while they are
teaching
• Attending a literacy workshop
Step II. C. Rationale
• Think about why you want to work on this
goal and explain
• Relate the goal you have chosen to your
teaching or administrative situation
• Select two or more standards to work on that
relate to your goal
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Step II. D. Plan for Assessing and
Documenting the Goal
• Think about artifacts that you can collect over time
• Artifacts are items that you create or gather to show
changes in practice over time
• Evidence is an artifact accompanied by an
explanation of how artifact demonstrates either
professional growth, impact on student learning, or
both.
• An artifact without an explanation/reflection is not
evidence
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Step II. E. Plan to Meet the Goal:
Objectives, Activities, Timeline
• Look at your goal and create at least two
objectives
• For each objective, think of at least two
activities that will accomplish
• Create a timeline for completing the activities
that extends throughout the PDP cycle
• Include collaboration with others
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PDP as Practical for Renewing License
• You can choose what you want to focus on for your own
growth.
• You can choose how you want to go about that professional
growth.
• You can set your own timeline to accomplish activities.
• You can and are required to collaborate.
• You can align your PPG and your SLO with your PDP and
collect evidence for both over time.
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