portant Information
oda/Vending machines
Course registration
andouts for weekend
Computer Use
Wiki
Wifi password
valuations
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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 three 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.

RECORD QUESTIONS the members of your group
have.
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 2 or 3 top tips.
2-Suspend Judgment
 4-Listen Actively
 6-Speak honestly
 8-Bring humor

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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Why are you here?
 What is the connection between 690 and
becoming an IHE?
 Why am I here? What background does
the instructor bring?
 What’s in a name?
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Understanding
Supporting
Facilitating
Spirit

Course Assignments and Grading System for 3 credits

Meeting Presentation on Licensure Levels and PI-34
20% -- Due Final Day of Class
Reflective Essay connection of PI 34 to Servant Leadership
20%
Professional Development Plan
50%
Attendance & Participation 10% (we will do a short research activity in
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small groups on day 2)
Take a few moments to individually review the syllabus.
 Know that more details will come on these assignments.

Find a partner at a different
background level and work together to
complete the PDP 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 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
1.
2.
A new system-Work with your Rule 4 partner
1.
3.
As we review the slides together, consider what has happened since 2000
that either makes the PI-34 vision even more relevant or challenges it?
Record your thoughts in the PI-34 Synopsis notes page.
Read slides 10-18 silently or together. Consider in your role, or in your
school district or Institute of Higher Education (IHE), what systems,
programs, and people are in place to deliver the required support.
Record your thoughts on the PI-34 Synopsis notes page and then discuss
with your partner.
Career long PD-Continue working with your Rule 4 partner
Read slides 20-32 silently or together and record on the notes page what
your IHE or district does to provide PDP writing and team review support.
Record your thoughts in the notes section and then discuss with your
partner
DEBRIEF GROUP: What’s happening now. What more is possible.
1.
Thank your partner and return to your seat.
4.
PDP
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
1.
2.
3.
4.
Be prepared to begin writing a PDP by downloading the
fillable form or registering on a PDP online site.
Anticipate that you will explore a topic on the DPI
website to present to the class.
Anticipate that your will begin writing a PDP that
focuses on 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.

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?
PDP
 PDP
 PDP
 PDP
 PDP
 PDP
 PDP
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1.
2.
3.
4.
5.
6.
Reflection
Writing the Plan
(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
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

Using WI Quality Educator Initiative
Licensure Stages Chart . . .
1) Partner with someone at a different
knowledge level and tell your partner role
play an initial educator the most important
components of the PI-34 law in regards to
the population you serve.
 2)Switch roles and as a professional
educator tell your partner 3 main
differences between your licensure cycle
and an initial educator’s?

Write a PDP with a goal that states what you, in your role to
improve PI-34 support for educators in your institution, school or
district, need to learn and do.
STEP I: Reflection – Read and discuss Ben’s 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.
What do you know about PI-34 and what you need to know to
better serve the educators you support.
2.
How will you use what you learn in EDU 690 to implement the
spirit of PI-34 in your school or district?
Write your reflection on the downloaded PDP form, a word doc or
your online site.
Write your description of situation. For the purpose of this 690 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.
Question to Answer in your PDP notes page: What resource do
you provide educators to help them complete Step II A?
“Resistance to change is
perhaps as natural as the
need to change is obvious”
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.
 KWL Chart –What I know, What I want to
know , What I learned. Take a few
moments to complete the K and W
sections of the chart.
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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

In partners or small groups, 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.
1.
2.
3.
4.
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?
Compare/Contrast the InTASC Standards to the WI Teacher Standards.
What are some clear similarities? What are some significant
differences? What are the implications of those differences?
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 Educator Effectiveness program? What role will it play in
education in the future? How will it impact beginning teachers?
Compare the Danielson framework to the Wisconsin teacher
standards. How is it related, similar, or different to the teacher
standards? What do we need to know about it as we support
beginning teachers?
Open Option – Something else you find on the DPI website that is
pertinent to supporting beginning teachers, teacher standards, and
student learning. – Why do we need to know about it?
What does everyone need to know?
 How will you share this information?
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Compare and Contrast chart
Powerpoint
Top ten list
Q and A
Graphic
What questions do you have before we get
into groups.

Record notes as you listen to each
presentation.
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What worked?

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?
 Write a statement that explains the
connection between your role in
developing PI-34/PDP support in your school
or district and two of the teacher or
administrator standards – What are your
strengths and opportunities for growth?

Further explore the websites for online PDPs
(WECAN and QEI, the DPI Website including
license lookup and WISEdash.
 Begin thinking 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 over your Standards Statement and
share one wish it implies for improving
support for the educators you serve.
Examples:
I wish more mentors had experience writing
pdps.
I wish new educators had more opportunities
to reflect on their experience with other new
teachers.

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!