Focus on Evidence to Show Professional
Growth and Student Learning
December 2 and 10, 2014
 Where
am I now? (self-reflection)
 Where
would I like to go? (goal statement)
 Why
do I want to go there? (rationale)
 How
will I get there? (objectives & activities)
 How
will I know I have arrived? (artifacts)
 Step
II B. Statement of Goal to be
Addressed
 It
is recommended that you use this stem: I
will… [research, study, learn, apply, and DO
etc.] So that… [describe what you want to see
happening differently with student learning].
 Your
should have one annual review for
three year plan; two reviews for four year
plan, and three review for five year plan.
 PDP
Cycle – 2 = number of annual
reviews.
 Why
this number? First year is reflection
and last year is summary and reflection.
 Reflect
and write about progress toward
completing your goal during your PDP
cycle.
 Talk about any changes made to the PDP
and/or educational situation.
 Do these independently and submit to PDP
team when you submit PDP for verification.
 Each annual review includes two parts – a
reflection section and a revision section (if
needed)
 Talk
about the following:
• Reflections on Professional growth
• Reflections on Student learning
• Reflections on Collaboration
• Revisions to Step II A, C, D, or E
 Fill
in completion dates for objectives
and activities completed during each
year.
 Read
through the sample annual reviews
and use the PDP reviewer questions to
determine if you would verify completion
of the annual reviews.
 Highlight
or underline sample text for
each of the reviewer questions.
Teaching
Practice
Student
Outcomes
 SLO
= Student Learning Objective (for
teachers) and School Learning Objective
(for principals)
 Is
required for all teachers and principals
under the new state system in 2014
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
 Align
your PDP goal as best as you can to
the new PPG and SLO that is currently
required.
 For
example, if your district/building is
working on literacy, how can you
incorporate literacy in your PDP and
SLO?
 For
your next PDP, think about your broad
PDP goal as incorporating your PPG and
SLOs over time.
 Each
yearly PPG and 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.
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
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

 Plan
for Assessing and Documenting
the Goal
 Record
the anticipated methods you will use to
assess your professional growth and the effect
on student learning.
 Think about how you assess professional
growth and student learning as part of your
everyday teaching.
 Part
II D and Part II B should be congruent
 Think
of processes and products
 Ask
yourself how will I know that I have grown
professionally? What will I submit to my team at the end of my
cycle that shows I have grown professionally (change professional
practice, acquired new knowledge/skills over the course of my PDP?)
 How
will I know that my professional growth
had an effect on student learning? What will I submit
to my team at the end of my cycle that shows students have learned
(performing better on assessments, acting differently) over the course
of my PDP?)







Anecdotal records over
time
Assessment changes
Awards showing growth
Professional evaluations
focused on growth areas
that are systematically
administered
Behavior plans created &
adjusted over time
Curriculum changes over
time
Instructional changes over
time






Lesson plan changes and
reflections over time
Multimedia projects created
Website designs or other
implementations of technology
Parent surveys/conference
methods over time
Presentation outlines of new
area of expertise and
evaluations from audience
Student projects that have
changed over time because of
your growth
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





Student project/work
samples (over time or
pre/post intervention)
Student portfolios of work
that shows growth over time
Work/Reading logs
Anecdotal records/Case
Studies (with student work)
over a period of time
Grade sheets/evaluation
reports over time
Multimedia (videos of
student performances,
student website designs,
etc.)






Student-led parent
conferences with student
work demonstrated
Parent survey results on
behavioral/academic
changes observed at home
overtime
Performance assessments
Classroom assessments (over
time)
Student survey results (over
time)
Standardized test scores over
time
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 Pick
a partner and interview him/her
about collecting artifacts for professional
growth and student learning. (10 minutes)
 Reverse
roles and have partner interview
you about collecting artifacts. (10 minutes)
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





Copy of membership card to professional organization
(Professional Growth)
A scanned copy of teaching article(Professional Growth)
A piece of white paper with three student reflection
questions dated January 26 and three more questions
dated January 27, 2013. No student answers, just three
questions (Student Learning)
One student project sample from January 2013 when plan
is submitted in January 2013 (Student Learning)
Copy of survey that was distributed with no answers or
results (Student Learning)
Certificate of participation at music conference
(Professional Growth)
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 Membership
card to professional organization
can be submitted along with outline of
presentation given at conference, details of
your growth as a result of your activities in
organization, or letters from other members
detailing your involvement with organization
and how you have changed your professional
practice.
 Membership
card alone doesn’t show growth
A
scanned teaching article can be resubmitted
along with examples of lessons created as a
result of what you read, reflections of how
article in periodical influenced the way you
teach science, or including an annotated
bibliography of readings you have done and
what you have learned from the readings and
implemented in your professional practice.
Examples of what you implemented from your
readings would be acceptable.
A
copy of article alone doesn’t show growth
A
piece of white paper with reflection
questions can be resubmitted with evidence of
student responses to the questions over a
period of time in addition to an analysis of what
student responses to the questions are showing
you about their learning. Chart/graph can
illustrate themes as well.
A
piece of white paper with student reflection
questions and no responses alone doesn’t show
student learning.
 One
student project sample dated the same
month that you are submitting PDP can be
resubmitted along with several student project
samples over time. You should include an
explanation/reflection/analysis of what the
projects are showing over the last few years as
far as what students are doing differently.
 One
student project sample dated the same
month that you submit PDP doesn’t show
student learning over time.
A
copy of a survey that you sent can be
resubmitted with a graph or chart of the results,
examples of comments from the survey and an
analysis of the results. Survey should be
systematically administered over a period of
time and analyzed to determine what is being
revealed.
A
blank survey does not show student learning.
The results and what you did with the results
may!
A
certificate of participation can be
resubmitted along with lesson plans or newly
created curriculum or projects that you made
as a result of attending the music conference.
Attending a conference shows nothing more
than attendance at an event. The certificate
indicates you attended something not
necessarily that you changed your professional
practice.
 A certificate of participation does not show that
you learned or grew as a professional!
 For
every activity you participate in, you may
want to link that activity with a specific
potential artifact. (Example: you attend
workshop and your notes along with newly
created and implemented lessons plans with
explanation may be evidence)
 You may want to collect an artifact for each
objective that you complete in your PDP.
 You may want to create learning activities
where students produce actual artifacts.
(Example: 4K classroom and as part of routine,
you video social skills of children)
Artifact
+ Description = Evidence
 You
should incorporate the collection of
artifacts of your professional growth and
student learning into your current job. You
actually collect artifacts all of the time!! You just
need to be intentional.
 Collect artifacts over the period of your
licensure cycle so that you can demonstrate
growth and not just a snapshot in time.
 Collect more artifacts than you need to submit
so that you can select the artifacts that best
shows your growth and student learning.
 Look
at your PDP activities and list what you
could collect from activities as potential artifacts.
 On
reserve side of Artifact Map, take one artifact
that you listed and write a description of it and
explanation of why it would verify professional
growth or student learning or both.
 Using
component checklist, have table partner
read over your description and determine if
artifact + description would verify PG or SL.
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