Important Information
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RRs/Vending machines
Course registration
Handouts for weekend
Computer Use
Wiki
Wifi password
Evaluations
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Favorite season of the year:
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summer, fall, winter, spring
Discuss in your corner what you love about that
season. Share the top two reasons group members
selected it.
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4-Corners--What do you know about PI 34?
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Not much yet
Some
Quite a bit
I could teach this
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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.
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RECORD QUESTIONS the members of your group
have.
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What’s in a name?
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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?
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Course Assignments and Grading System for 3 credits
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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 Leadership
20%
Professional Development Plan
50%
Attendance & Participation 10% (short presentation activity in small
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groups on day 2)
Take a few moments to individually review the syllabus.
 Know that more details will come on these assignments.
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Think about a person you most enjoy
working with in a group
 Look at the Ground Rules
 At your table discuss the ground rules
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› 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.
2-Suspend Judgment
 4-Listen Actively
 6-Speak honestly
 8-Bring humor
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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 preservice or new educator who need to
practice these principles?
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Work in small groups to complete the PI34 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.
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Take time to reflect upon our activities so
far
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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 preassess?
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?
“Resistance to change is
perhaps as natural as the
need to change is obvious”
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
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.
1.
2.
3.
4.
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
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.
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.
Commit to being that person you most admire as a
work partner.
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Morning Ice Breaker:
› Only child, oldest child, middle child, or
youngest child
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What do you like best about your familial
position? What drove or drives you crazy
about family members in other spots?
PDP
 PDP
 PDP
 PDP
 PDP
 PDP
 PDP
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Reflection
Writing the Plan-several components
(for initial Educators) Goal approval by PDP Team reviewers
Annual review of the plan
Documentation of the completed plan
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.
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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
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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?
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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.
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
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.
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?
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.
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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?
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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.
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, 1st and 2nd 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.
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/CollaborationGuidance.pdf
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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.
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http://statesupt.dpi.wi.gov/
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What changes have been
implemented? What plans have
changed? Why?
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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
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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.
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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.
1.
2.
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5.
6.
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?
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?
What are the major components of the Educator Effectiveness program? Show
important features on the DPI website. How is it impacting beginning teachers?
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.
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.
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.
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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.
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Compare and Contrast chart
Powerpoint
Top ten list
Q and A
Graphic
What questions do you have before we join
our partners.
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Record notes as you listen to each
presentation.
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What worked?
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What could be changed or altered?
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?
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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:
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› I wish mentors had practice writing PDPs
› I wish new teachers had opportunities to
reflect on their practice with other new
teachers
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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.
Read one of your wishes to the group
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!
Come in!
(And come back next week:)