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Bulletin No. 6002

@October 2005 Wisconsin Department of Public Instruction

ISBN 1-57337-121-1

The Wisconsin Department of Public Instruction does not discriminate on the basis of sex, race, religion, age, national origin, ancestry, creed,

pregnancy, marital or parental status, sexual orientation, or physical, mental, emotional or learning disability.

Printed on recycled paper

This document is available on the Teacher Education, Professional

Development and Licensing website: dpi.wi.gov/tepdl

Our Wisconsin Quality Educator Initiative provides the

foundation for our New Wisconsin Promise to ensure a

quality education for every child and close the achievement

gap between economically disadvantaged students,

students of color, and their peers. To raise all students’

achievement, we need quality teachers in every classroom

and strong leadership in every school. In 1995, the

State of Wisconsin embarked upon redesigning our professional

education and preparation program approval

process and professional educator licensing system to

reflect the accomplishment and demonstration of

accepted educational standards. This resulted in the

implementation in 2000 of the Wisconsin Quality Educator

Initiative as defined in PI 34, Wisconsin Administrative

Code.

In the 2004–05 school year, 3,500 initial teachers

were certified and licensed under the Wisconsin Quality

Educator Initiative, PI 34. Recognized nationally for our high-quality teachers, we are positioned

to do even more, thanks to the collaboration of local school districts, teachers and

administrators, higher education, educator unions, professional and school board organizations,

parent organizations, and the Department of Public Instruction.

As State Superintendent, I am pleased to lead this effort to enhance student learning by

strengthening Wisconsin’s teacher, pupil service personnel and administrator preparation.

The Wisconsin Quality Education Initiative also provides a license renewal system based on

performance standards that support the belief that educators need to be lifelong learners.

Licensure is a pledge by the State of Wisconsin that the licensee is able to carry out the

demands of the education profession. The new stages of licensure assure the public that

licensed professional educators will maintain a commitment to the continued acquisition of

knowledge and skills in their license categories. The Wisconsin Educator Standards as outlined

in PI 34 provide the framework for educator preparation and ongoing professional

development.

This guide is a tribute to my wonderful friend and dedicated former assistant state superintendent,

Jack Kean. It was through Jack’s leadership that this initiative was implemented

successfully in Wisconsin. Jack was a true lifelong learner, who will be remembered as an outstanding

educator and advocate of quality teachers for all students.

Elizabeth Burmaster

State Superintendent

A special thank you to Kathy Larson who was instrumental in developing

the PDP Educator Toolkit materials, and providing leadership for the

PDP pilot training and the PDP Team training pilots.

Members of the Wisconsin Department of Public Instruction’s Title II

Teacher Quality Professional Educator Work Team and Administrator

Work Team, appointed by the state superintendent, are listed below.

Members are identified by their employing district or organization at the

time of service. A special thank you is due to the following work group

members for their time, efforts, and recommendations:

Mary Gavigan Director, Curriculum and Oconomowoc School District

(Team Chair) Instruction

Robert Baxter Assistant District Administrator Elmbrook School District

Patricia Clow Dean Northland College

Guy Costello Teacher South Milwaukee School District

Maureen Griffin Faculty University of Wisconsin–Whitewater

Bob Gustafson Teacher River Falls School District

Linda Helf Teacher Manitowoc School District

Kathy Larson CSPD Coordinator CESA 2

Pat Lewno School board member Racine Unified School District

Bill McBeth Faculty University of Wisconsin–Platteville

Sam Mule Director of Pupil Services Northland Pines School District

William Prijic Assistant District Administrator Shawano-Gresham School District

Jim Sievert Principal Good Shepherd Lutheran School

Peggy Walker Teacher Stoughton School District

Larry Lewis Retired Principal Neenah Joint School District

(Team Chair)

David Allen Principal Platteville School District

Mary Bell Teacher Wisconsin Rapids School District

John Gruenloh Director of Pupil Services Wisconsin Rapids School District

Ron Lange Faculty Cardinal Stritch University

Karen Lieuallen Faculty Marian College

Jim Lynch Associate Executive Director Association of Wisconsin School

Administrators

Bob Nerad Teacher Milwaukee Public Schools

Judy Peppard Education Director Catholic Diocese of Madison

Kevin Steinhilber Director of Curriculum Appleton School District

and Instruction

Miles Turner Executive Director Wisconsin Association of School

District Administrators

Michael Wallschlaeger Faculty University of Wisconsin–Superior

Mary Benzine, Education Assistant with the Title II Teacher Quality Grant

M. J. Best, Consultant, Teacher Education, Professional Development and Licensing

Deborah Bilzing, Consultant, School Counseling, Student Services, Prevention, and Wellness

Peter Burke, Director, Teacher Education, Professional Development and Licensing

Nick Dibble, Consultant, School Social Work, Student Services, Prevention, and Wellness

Rajah Farah, Consultant, Teacher Education, Professional Development and Licensing

Kathryn Lind, Assistant Director, Teacher Education, Professional Development and Licensing

Anne Rodgers-Rhyme, Consultant, Rodgers Rhyme Associates, Madison

Introduction . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 1

Purpose of the Professional Development Plan (PDP) . . . . . 2

Writing the PDP . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 3

Licensure Cycle for Initial and Professional Educators . . . . . 3

PDP Team Composition. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 6

PDP Team Review Process . . . . . . . . . . . . . . . . . . . . . . . . . . . 7

Appeals Process. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 7

Step I: Preparing to Write the Plan—Self-Reflection. . . . . . . 9

Step II: Writing the Plan—Components . . . . . . . . . . . . . . . . 10

Step III: Annual Review of Your Plan . . . . . . . . . . . . . . . . . . 13

Step IV: Documentation of Completion of Your PDP . . . . . 14

Example of a Second-Grade Teacher’s PDP: Balanced

Literacy Plan . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 27

Example of an Elementary Principal’s PDP:

Culture Building Plan. . . . . . . . . . . . . . . . . . . . . . . . . . . . . 34

Example of a High School Guidance Counselor’s PDP:

School-Based Suicide Prevention Plan . . . . . . . . . . . . . . . 40

Subchapter II—PI 34.02 Teacher Standards. . . . . . . . . . . . . 51

Subchapter II—PI 34.03 Administrator Standards. . . . . . . . 52

Subchapter II—PI 34.04 Pupil Services Standards. . . . . . . . 52

This section provides you with an overview of PI 34 and licensure stages,

guidelines for writing a PDP, the licensure cycle and timeline for the initial

and professional educator, the PDP Team composition, the Team

review process, and the appeals process.

Educator licensure is a guarantee by the state of Wisconsin that the

licensee is able to carry out the demands of the education profession.

Multiple levels of licensure and renewal of a license are now being implemented

to assure the public that its professionals will maintain a commitment

to the thoughtful acquisition of knowledge in their individual area(s)

of endorsement, as well as the application of best educational practices in

their area(s) of expertise. There are three levels of licensure: initial educator,

professional educator, and master educator.

The initial educator is an individual who has successfully completed

an approved preservice program after August 31, 2004, and has been

endorsed for a license by the institution of higher education. The Department

of Public Instruction (DPI) issues this individual an Initial Educator

License for the first time in a particular category (teaching, administration,

or pupil services). A mentor provides support to the initial educator.

To move to the Professional Educator License stage, the initial educator

must complete a professional development plan (PDP) and have that plan

verified by a trained Professional Development Plan (PDP) Team.

The professional educator is an individual who has successfully completed

the Initial Educator License stage with three or more years of

experience and a verified PDP. Professional educators must renew their

license every five years. If the professional educator received a Wisconsin

license before August 31, 2004, he or she has the option of renewing

the license by completing a PDP or by taking six credits from an

approved higher education program. The professional educator licensed

after August 31, 2004, must renew by completing a PDP and having the

plan verified by a trained PDP Team.

Becoming a master educator is a voluntary process, and once completed

it will give the individual a ten-year renewable master educator

license. The Wisconsin Master Education Assessment Process (WMEAP)

includes the development of a portfolio by the educator that documents

mastery of the Wisconsin standards, professional contributions, and

improved student learning. The educator must hold a master’s degree. A

DPI-trained WMEAP team assesses the portfolio. An individual may also

be licensed as a master educator if he or she successfully completes the

National Board for Professional Teaching Standards Certification.

The Wisconsin Educator Standards for licensure as outlined in Wisconsin

and administrators provide the framework for professional development

and license renewal.

It is up to the individual licensee to develop a PDP. The planning process

for writing a PDP ensures that Wisconsin educators are broadly informed,

deeply committed, and perform actions that will keep Wisconsin schools

and districts places that motivate and engage all students and will result in

enhanced student learning. The PDP is the property of the applicant.

The PDP serves as a mechanism for renewal of your license among

you, a PDP Team, and the state superintendent. The plan must demonstrate

your increased proficiency and professional development based on

This process allows you the opportunity to direct your own professional

growth through a written PDP and indicate how that growth will

affect student learning. The following principles provide the foundation

for developing PDPs.

A PDP

goal and affect student learning;

her knowledge and skills and thus the quality of student learning;

1. Chapter PI 34, Wis. Administrative Rules: DPI website, dpi.wi.gov/tepdl.

Teachers, administrators, or pupil services personnel who are issued an

Initial Educator License are required to complete a PDP as one of the

license requirements to advance to the Professional Educator License

stage. The other requirement for advancement is three years of experience

in a regular (not substitute) position that requires an Initial Educator

License. Once the initial educator advances to the Professional

Educator License stage, renewal of the Professional Educator License

shall require verification of completion of a PDP. A professional educator

licensed or eligible for a license prior to August 31, 2004, may choose to

complete a PDP or six semester credits for license renewal. This choice

needs to be made at the beginning of the licensure cycle.

The PDP should demonstrate professional growth in two or more of

the Wisconsin Educator Standards and the impact of that growth on student

learning. Successful completion of the PDP shall be documented

and that completion shall be verified by a majority of the PDP Team and

communicated to the state superintendent.

The PDP shall include

1. goal(s) and objectives that address two or more of the Wisconsin

Educator Standards;

2. identified activities related to the professional development

goal(s) with evidence of application to the classroom or learning

community;

3. a timeline for achieving the professional development goal(s) with

evidence of annual review of objectives and activities;

4. evidence of collaboration with others; and

5. an assessment plan that specifies indicators of growth and how

meeting the goal(s) will improve the educator’s professional

knowledge and affect student learning.

The PDP is part of a cycle of professional growth. A timeline has been

established that provides for meaningful professional development that

In the initial educator cycle, the plan may be completed in three years

but must be completed within five years. The initial educator licensure

timeline is connected to regular employment (not as a substitute) in a

position that requires the Initial Educator License; therefore, the license

cycle timeline begins at date of employment. If the initial educator’s

employment is interrupted, the license may be renewed.

In the professional educator cycle, the license renewal period is five

years.

Year one of your employment/

license cycle

Preparing to Write the

Plan—Self-Reflection

The first year of employment is for

self-reflection, selection of a goal, and

formulation of the plan.

PDP Step I

By October 1 of year two of

your employment/license cycle

Writing the Plan—

Components

You are required to write a PDP and submit

it to a PDP Team for their approval of the

goal(s). You are responsible for initiating this

review with the PDP Team.

If you have identified more than one goal in

your plan, you must follow Step II, A–E, for

each goal.

PDP Step I and

Step II, A–E

December 1 Goal Approval by PDP

Team

A PDP Team reviews your plan. A two-thirds

majority is needed for goal approval.

PDP Goal

Approval Form

January 15–June 1 Goal Revisions If a majority of the PDP Team does not

approve your goal, comments are given, and

you must resubmit your revised goal.

PDP Step I and

Step II, A–E

Years two, three, four Documentation

of Annual Review

It is your responsibility to review your plan

annually, including a reflection summary and

any revisions to your goal(s), objectives, and

activities each year of your license cycle

except the first and last years.

These annual reviews must be submitted to

the PDP Team as part of your completion

plan.

PDP Step III

April 1 Plan Revisions If there are substantial revisions to your

plan, you must submit the annual review to

the PDP Team each year revisions are made.

PDP Step III

By January 15 during the final

year of your employment/

license cycle

Documentation of

Completion of the Plan

It is your responsibility to document and

submit your completed plan and include

your approved and signed Goal Approval

Form to the PDP Team for their review and

verification.

PDP Step IV

April 1 Verification of

Completion of the Plan

by the PDP Team

The PDP Team will review your plan and

verify documentation of completion of the

plan.

PDP Verification

Form

January 15–June 1 Completion Plan

Revisions

If a majority does not verify your plan,

comments are given, and you must resubmit

your revised completion plan to a PDP Team

for verification.

PDP Step IV

June 1 DPI Notification You are responsible for submitting the

signed PDP Verification Form along with

your completed application and appropriate

fee(s) to the DPI for license renewal.

PDP Verification

Form

Year one of your license cycle Preparing to Write the

Plan—Self-Reflection

The first year is for self-reflection, selection

of a goal, and formulation and writing of the

plan.

PDP Step I

Writing the Plan—

Components

If you have identified more than one goal in

your plan, you must follow Step II, A–E, for

each goal.

PDP Step I and

Step II, A–E

Years two, three, four Documentation of

Annual Review

It is your responsibility to review your plan

annually, including a reflection summary and

any revisions to your goal(s), objectives, and

activities each year of your license cycle

except the first and last years.

These annual reviews must be submitted to

the PDP Team as part of your completion

plan.

PDP Step III

July 1–January 15 during the

final year of your license cycle

Documentation of

Completion of the Plan

It is your responsibility to document and

submit your completed plan to the PDP

Team for their review and verification.

PDP Step IV

April 1 Verification of

Completion of the Plan

by the PDP Team

The PDP Team will review your plan and

verify documentation of completion of the

plan.

PDP Verification

Form

January 15–June 1 Completion Plan

Revisions

If a majority does not verify your plan,

comments are given, and you may need to

resubmit your revised completion plan to a

PDP Team for verification.

PDP Step IV

June 1 DPI Notification You are responsible for submitting the

signed PDP Verification Form along with

your completed application and appropriate

fee(s) to the DPI for license renewal.

PDP Verification

Form

The PDP Team approves the goal for initial educators and verifies completion

of the PDP for both initial and professional educators. The educator

initiates this process. The PDP Team is composed as follows:

One peer (teacher, administrator, or pupil services personnel)

One administrator

One higher education representative (IHE)

The PI 34 rules state that the initial educator convenes the team. PDP

teacher team members are selected through a peer review process. The

IHE Team member is designated by a Wisconsin institution of higher

education. The administrator Team member is designated by the school

district administrator, subject to approval by the school board. Therefore,

an initial educator could select the team members based on a list that

would be available.

At least three licensed teachers (if you are renewing a license as a

teacher) or three administrators (if you are renewing a license as an

administrator) or three pupil services personnel (if you are renewing a

license in pupil services) selected by your peers

The PDP Team is required to approve the PDP goal(s) for the initial educator,

but it is not required by the professional educator. If a majority of

the PDP Team do not approve your goal, comments are given, and you

must resubmit your revised goal to the PDP Team. The PDP Team is

required to verify completion of the PDP for both initial and professional

educators.

You are required to annually review your PDP. This is done in years

two, three, and four of your licensure cycle. The annual review information

should include a reflection summary and any revisions to your goal(s),

objectives, and activities. If you are an initial educator and major revisions

to the plan are necessary, the annual review form must be submitted to

the PDP Team no later than April 1 of the year revisions are made.

You must submit your completed PDP to the PDP Team by January 15

of the final year of your licensure renewal cycle. Prior to the submission of

responsibility to initiate the verification process. The PDP Team must

notify you no later than June 1 of verification status of the PDP. If a majority

do not verify your plan, comments are given, and you must resubmit

your revised plan to the PDP Team for verification. If two-thirds of the

Team do not verify your plan at this stage, you may appeal the decision to

the state superintendent.

You may appeal the decision made by the PDP Team. For teachers or

pupil services personnel who wish to contest the decision, appeals are

made directly to the state superintendent. The Professional Standards

Council may establish procedures to hear appeals referred. If the Profes-

sional Standards Council agrees to hear an appeal, it shall, upon completion

of its deliberations, make a recommendation to the state superintendent.

The state superintendent shall issue a decision concerning the

appeal.

For administrators, appeals shall be made in writing within thirty days

to the state superintendent as prescribed in PI 34.35(8).

This section provides the applicant with a step-by-step approach to writing

a PDP from the reflective process of preparing to write, to the steps

and components involved in writing a plan. It also guides the applicant

through the process of annual reviews of the plan and documenting completion

Your self-reflection is a dynamic active process that involves the analysis

of feedback about your professional performance and its relationship to

student learning. Quality PDPs are dependent on ongoing and thoughtful

reflection on your professional practice. The intent is to improve, expand,

and strengthen your teaching, pupil services, or leadership repertoire,

based on your strengths and self-identified needs. Your self-reflection

constitutes the foundation of your plan and needs to address the knowledge,

skills, and dispositions of the Wisconsin Educator Standards.

Examples of self-reflection processes you may want to use:

or leadership based on Wisconsin Educator Standards

efforts

As you are self-reflecting, you can look for

results.

As you formulate your goal(s), you are encouraged to discuss the

results of your self-reflection with others. You may opt to attach your selfreflection

(Note: If you are selecting more than one goal, you must follow Step II,

A–E, for each goal.)

You will need to provide a context for your PDP, a summary of carefully

selected demographic information that is relevant to your teaching,

administrative, or pupil services situation and the goals of your plan. This

information will allow the PDP Team to clearly understand your

school/district and its culture.

Include aspects such as (note the first four bullets must be included in

your description)

area or administrative position;

or have been in pupil services;

the school population;

initiatives.

Your goal(s) should be verifiable and relevant to your self-reflection and

aligned with Wisconsin Educator Standards. The goal(s) must impact professional

growth and have an effect on student learning. It is recommended

learning).

A rationale for your goal(s) needs to be developed. The rationale should

describe and link your goal(s) to

Include any necessary information from your self-reflection that

links to your rationale.

Include any necessary information from your description of your

school, district, teaching, pupil services, or leadership situation

that links to your rationale. Note: If during this licensure cycle you

are using your plan to move to a different stage or license category,

include this information in this section.

Over the duration of your PDP, a goal(s) should be set that promotes

growth in two or more of the Wisconsin Educator Standards for

Licensure. List the standards you have chosen, including the number

and statement for each standard selected (see appendix C).

State how you plan to assess the results of your goal. These assessments

document the results of your efforts to improve your professional growth

on statewide educator standards, and your effort to have an effect on student

learning.

Include, where appropriate, a description of current student learning

data that are relevant to your rationale and goal. This description may

include multiple measures such as state or district assessment results,

work samples, targets/benchmarks, and behavioral data such as attendance,

tardiness, or office referrals.

1. Objectives

Objectives are observable and verifiable actions. An objective is verifiable

if it can be confirmed or substantiated by another individual. Objectives

describe how your goal promotes your professional growth and how

your professional growth will have an effect on student learning. The

completion of these objectives should result in the accomplishment of

your goal. Goals will answer the question, Where do I want to go? and

objectives will address the question, How do I get there?

2. Description of Activities and Timeline

The activities outline the actions, steps, and timeline that will lead to the

achievement of objectives and goal(s) that will impact professional growth

and have an effect on student learning. The activities may draw upon a

wide array of types of professional development. Some activities may be

completed in a year or less. Others may take a year or more to complete.

A general description of your planned activities should be included in

your plan with the understanding that more specific activities may be

included in your plan for assessment. As you complete each activity, note

the date of completion. Activities may include but are not limited to

who shares extensive knowledge with you over an extended period

of time. Record the highlights of your discussions.

as they work, making notes of instructional practices or subject

knowledge for future use in the classroom.

or other fields for feedback as you begin to apply knowledge

and skills to student learning.

seminar, or distance-learning course related to your goal.

growth.

in national web-talk that will advance your professional growth.

daily work and progress.

or collegial support.

searches to locate and record new content knowledge,

resources, and instructional strategies that can be immediately

used in the classroom.

3. Collaboration

Collaboration takes many forms: collaboration with professional peers

with higher education, with a professional learning community, or with

your mentor. Evidence of collaboration must be included in your documentation

of successful completion of the plan. State whom you plan to

work with in formulating and carrying out your PDP and how often you

plan to meet.

Examples of collaboration with professional peers may include but are

not limited to

ideas, gather feedback, etc.

to provide an ear for your ideas more regularly than

once a year.

You are required to review your PDP annually. This is done in years two,

three, and four of your licensure cycle. The annual review information

should include a reflection summary and any revisions to your goal(s),

objectives, and activities. If you are an initial educator and substantial

revisions to your plan are necessary, the annual review must be submitted

to the PDP Team no later than April 1 of the year revisions are made.

Please note that the annual reviews for years two, three, and four of

Team for their review at the end of your licensure cycle.

The annual review of the plan must include the following:

each year

the standards identified in your plan

You must submit your completed plan and appropriate documentation to

the PDP Team no later than January 15 of the final year of your licensure

renewal cycle. Appropriate documentation includes evidence of your

growth and its effect on student learning, three annual reviews, and if you

are an initial educator, your approved and signed Goal Approval Form.

Prior to the submission of your plan, you should review the PDP Review

Checklist (found at the end of Section III) to ensure all required components

have been addressed. It is your responsibility to initiate the verification

process. The PDP Team must notify you no later than June 1 of the

verification status of your plan.

and its effect on student learning. The quality is of greater importance

than quantity, so be selective. Evidence should be collected on an

ongoing basis throughout your licensure cycle. You should provide a

description of each piece of evidence identifying what it is, what it is

documenting, and its relationship to your goal. It is the summary of your

evidence that illustrates the results of reaching your goal(s), impact on

your professional growth, and effect on student learning.

Evidence for teachers may include, but is not limited to:

measured by state, local, formal, and informal assessments linked

to your goal;

and/or community;

occurred, etc.) over time and effect on student learning;

results;

analysis of teacher interpretations of errors;

university, or technical college course work;

exceptionalities with related outcome measures; and

over the licensure cycle.

Evidence for administrators and pupil service personnel may include,

but is not limited to:

formal, and informal assessments;

etc.);

pupil service performance;

with related outcome measures;

and/or community;

university, or technical college course work.

The summary includes a reflection of how you grew professionally in the

standards identified in your plan, a reflection of how that professional

growth had an effect on student learning, a description of how you collaborated

with others, and a discussion of the achievement of your goal(s),

which includes any changes made to your goal(s) throughout the cycle.

Educator’s Name: _________________________ Educator’s Phone Number: ____________

Educator’s Address: ____________________________________________________________

Educator’s SS#: ___________________________ Educator’s Fax Number: ______________

Educator’s E-mail: _____________________________________________________________

Educator’s School District: __________________ School Year Plan Submitted: ___________

Current Educational Assignment: ____________ No. of Years in Current Assignment: ____

No. of Years of Educational Experience: ______________________

Licensure Renewal Date: ___________________ License(s) to Be Renewed: ____________

If you have identified more than one goal in your plan, follow Step II, A–E, for each goal:

A. Description of School and Teaching/Administrative/Pupil Services Situation

B. Description of the Goal(s) to Be Addressed

C. Rationale for Your Goal(s) and Link to Self-Reflection, Educational Situation, and Standard(s)

D. Plan for Assessing and Documenting Achievement of Your Goal(s)

E. Plan to Meet Your Goal(s): Objectives, Activities and Timeline, and Collaboration

Date goal(s) (including Step II, A–E) submitted to the PDP Team: _____________________

Date goal(s) approved/not approved by the PDP Team: _______________________________

A. Completion dates for objectives and activities completed during each year

B. Reflection summary of your growth made throughout the year

C. Description of any revisions made in your goal(s), objectives, or activities

A. Three to five pieces of evidence

B. Reflection and summary of your professional growth and its effect on student learning

Also include your Annual Reviews and, for the initial educator, your approved and signed

Goal Approval Form

Date plan submitted to the PDP Team: ____________________________________________

Date plan verified/not verified by the PDP Team: ___________________________________

This section includes the form needed to write a PDP. The form includes

questions that follow each component for you to review your work. There

applicant to use when completing the plan for PDP Team verification.

This PDP Writing Form is also available on the DPI website—

dpi.wi.gov/tepdl.

Educator’s Name: ___________________________________________________________________

Educator’s Address: __________________________________________________________________

Educator’s Phone Number: ___________________________________________________________

Educator’s Fax Number: ______________________________________________________________

Educator’s E-mail: ___________________________________________________________________

Educator’s SS#: _____________________________________________________________________

Educator’s School District: ____________________________________________________________

Current Educational Assignment: ______________________________________________________

No. of Years in Current Assignment: ____________________________________________________

Years of Educational Experience: _______________________________________________________

School Year Plan Submitted: __________________________________________________________

License(s) to Be Renewed: ____________________________________________________________

Licensure Renewal Date: _____________________________________________________________

Initial Professional Master

Professional

Administrator Pupil Services Teacher

(If more than one goal has been identified in the plan, follow Step II, A–E, for each goal.)

Did you include a description of your teaching, pupil services, or administrative position?

Did you include the number of years you have taught, been an administrator, or been in

pupil services?

Did you include whether the school is located in an urban, suburban, or rural setting?

Did you include the ethnic, cultural, special needs, and socioeconomic makeup of the

school population?

[describe what you want to see happening differently with student learning].)

Will your goal(s) impact your professional growth?

Will the professional growth you identified have an effect on student learning?

Use additional sheets as necessary

(Relate how your goal(s) is linked to your self-reflection and your educational situation, and list the

standards that you will focus on for your professional growth.)

Does the rationale include how you related your self-reflection (Step I) to your goal(s)?

Does the rationale tell how your goal(s) connects to your school/teaching/administrative/

Did you list the Wisconsin Educator Standards that will promote your professional

growth (must select two or more)?

Did you include methods to assess your professional growth?

Did you include methods to assess the effect of your growth on student learning?

Use additional sheets as necessary

(Note: Completion date will be filled in as each objective/activity is completed.)

Objective 1: _____________________________________________ Date completed: _____________

Objective 2: _____________________________________________ Date completed: _____________

Do the objectives directly address the goal(s)?

Are the objectives observable and verifiable?

Do the activities align with the goal(s) and objectives?

Do the activities extend throughout the licensure cycle?

Is the timeline stated?

Does the plan include collaboration with others? Examples of collaboration may include

the following:

Collaboration with colleagues

Collaboration with higher education

Collaboration with a professional learning community

Collaboration with a mentor (initial educator only)

Use additional sheets as necessary

two, three, and four and will be submitted as part of your completion plan in the last year of your

licensure cycle.

• Completion dates for objectives and activities completed during each year.

• Reflection of how you grew professionally throughout the year within the standards identified in

your plan.

• A reflection of how that growth had an effect on student learning.

• Description of any revisions made in the goal(s), objectives, or activities.

Did you include a reflection of how you grew professionally throughout the year in the

standards identified in your plan?

Did you include a reflection of how your professional growth had an effect on student

learning?

Did you include a reflection of collaboration?

Did you include any revisions in your goal(s), objectives, or activities?

Did you fill in dates for objectives and activities completed this year (refer to Step II E of

your plan)?

to the PDP Team for review by April 1 of the year in which significant changes to the goal(s) occur.

Use additional sheets as necessary

(Must be completed at the conclusion of your licensure cycle)

Did you provide three to five pieces of evidence and a description of each?

Does your evidence verify your professional growth?

Does your evidence verify the effect of your professional growth on student learning?

Did you include your three annual reviews?

Did you provide a summary and reflection of how you grew professionally in the

standards identified in your plan?

Did you provide a summary and reflection of how your growth had an effect on student

learning?

Did you provide a summary and reflection of how you collaborated with others?

Did you fill in completion dates for all objectives and activities?

Use additional sheets as necessary

This review checklist provides you with the same list of questions that follow each step in the PDP

Writing Form and planning process. It provides an at-a-glance list of the necessary components of a

PDP and can be used when completing your plan, prior to submitting to the PDP Team. Using this

checklist is optional.

Step II A Did you include a description of your teaching, pupil services, or

administrative position?

Step II A Did you include the number of years you have taught, been an

administrator, or been in pupil services?

Step II A Did you include whether the school is located in an urban, suburban, or

rural setting?

Step II A Did you include the ethnic, cultural, special needs, and socioeconomic

makeup of the school population?

Step II B Will your goal(s) impact your professional growth?

Step II B Will the professional growth you identified have an effect on student

learning?

Steps I &

II C

Does the rationale include how you related your self-reflection (Step I) to

your goal(s)?

Step II C Does the rationale tell how your goal(s) connects to your school/teaching/

administrative/pupil services situation?

Step II C Did you list the Wisconsin Educator Standards that will promote your

professional growth (must select two or more)?

Step II D Did you include methods to assess your professional growth?

Step II D Did you include methods to assess the effect of your growth on student

learning?

Step II E Do the objectives directly address the goal(s)?

Step II E Are the objectives observable and verifiable?

Step II E Do the activities address the goal(s) and objectives?

Step II E Do the activities extend throughout the licensure cycle?

Step II E Is the timeline stated?

Step II E Does the plan include collaboration with others?

Step III Did you include a reflection of how you grew professionally throughout

the year in the standards identified in your plan?

Step III Did you include a reflection of how your professional growth had an effect

on student learning?

Step III Did you include a reflection of collaboration?

Step III Did you include any revisions in your goal(s), objectives, or activities if

applicable?

Step III Did you fill in the dates for objectives and activities completed this year

(Step II E)?

Step IV A Did you include an annual review for years two, three, and four of your

plan?

Step IV A Did you provide three to five pieces of evidence and a description of each?

Step IV A Does your evidence verify your professional growth?

Step IV A Does your evidence verify the effect of your professional growth on

student learning?

Step IV B Did you provide a summary and reflection of how you grew professionally

in the standards identified in your plan?

Step IV B Did you provide a summary and reflection of how your growth had an

effect on student learning?

Step IV B Did you provide a summary and reflection of how you collaborated with

others?

Step IV B Did you fill in the completion dates for all objectives and activities?

Goal Approval Form?

This section includes three sample PDPs written by a third-grade teacher,

an elementary principal, and a school guidance counselor.

A. Description of School and Teaching/Administrative/Pupil Services Situation

The Badger Area School District serves a growing suburban student

population of approximately 4,000 students. The district has a well-defined

and well-developed educational system for all students, including those

with special needs, gifted and talented, and children with diverse ethnic

and socioeconomic backgrounds. In 1997, the school board adopted the

district’s strategic plan developed by a team composed of staff, students,

and community members. The mission of Badger Area School District

reads, “Our mission, in cooperation with parents and the community, is to

ensure academic achievement for all.” As a result of the strategic plan’s

implementation, all curriculum, assessment, and instruction has become

aligned with state standards. Each school created a school improvement

plan based on their student data.

I am currently teaching second grade and have been teaching at Badger

Elementary School for six years. Badger Elementary School has an

enrollment of six hundred students in kindergarten through fifth grade.

There are three classrooms per grade that work in teams with the support

of a team leader. Instructional support services for our school include a

full-time school psychologist, a reading program staffed with a reading

consultant, a Title I teacher, a half-time gifted and talented resource

teacher, and special education programs.

Several years ago the district implemented a balanced literacy program

across the system in an effort to align the district’s English language

arts with the state standards to better meet student needs. Even with the

instructional support and the alignment of our curriculum to state standards,

Badger Elementary School’s reading achievement data is the lowest

in the Badger Area School District with 40 percent of the students

performing at minimal and basic levels on the fourth-grade WKCE.

B. Description of the Goal(s) to Be Addressed

To improve my skills in implementing a balanced literacy approach in my

classroom with a special emphasis on guided reading in order to increase

my students’ achievement based upon my school’s grade-level benchmarks,

as well as increase their interest and enjoyment of reading.

C. Rationale for the Goal(s) and Link to Self-Reflection, Educational Situation, and

Standard(s)

Our district has been working toward establishing a balanced literacy program

throughout our four elementary schools. The emphasis has been on

training for and implementing guided reading, writers’ workshop, and

other literacy initiatives into all K–5 classrooms [school and district situation].

Improving students’ reading and writing achievement is one of my

school’s goals based upon our school-wide student achievement data. My

self-reflection supported my need to learn more about current best practices

in the teaching of reading. I can see the need to be more skillful in

using guided reading strategies to better focus my instruction to specific

student needs. Previously, I have been primarily using whole class instruction

and, as a result, I feel my low and high student needs are not being

adequately addressed [self-reflection]. My student data shows that my

low performing students are not improving and frequently my high

achieving students tell me they are not interested in or challenged by the

content [student learning]. My goal addresses the Wisconsin teacher standards

#1, #4, #7, #8, and #9 [licensure standards addressed].

D. Plan for Assessing and Documenting Achievement of the Goal(s)

I will use a guided reading running record to assess student progress

toward grade-level reading benchmarks, along with the DRA benchmark

assessment given at the beginning and at the end of the year. To assess student

interests and enjoyment of reading, I will use an informal reading

inventory. I will assess my professional growth through my reflection

notes, observation notes from grade-level team members, mentor coaching,

and rubric of a quality balanced literacy program.

E. Plan to Meet the Goal(s): Objectives, Activities and Timelines, and Collaboration

in my classroom with a special emphasis on guided reading in order to

increase my students’ interest and enjoyment of reading and their

achievement based upon my school’s grade-level benchmarks.

am able to successfully implement the program in my classroom and increase my

students’ achievement.

reading program in my classroom.

I will read books about

balanced literacy.

August 2003–

December 2003

Get advice from our reading

specialist on books to read about

balanced literacy.

I will attend a conference

on balanced literacy.

December 2003

I will observe a classroom

where the teacher uses a

balanced literacy program.

Winter and

spring 2004

Interview the teacher whose

classroom I visit about

implementing a balanced literacy

program.

I will watch videotapes by

Gay Su Pinnel and Patricia

Cunningham about guided

reading.

Summer 2004

I will meet with my team

to discuss leveling of

books in our school.

Summer 2004 Discuss and decide with my team

the leveling procedure for our

books in our school.

I will work with my team

to create a book room of

leveled books that match

our students’ reading

abilities.

August 2004 Determination of levels of books

with members of my team.

I will have other teachers

in my building observe

me as I implement guided

reading.

January–June

2005

Team members will use

observation forms to provide

feedback.

I will attend a workshop

or take a class on guided

reading to discover new

strategies.

Summer 2005

their progress.

I will attend a class on

assessment of student

progress in reading.

Summer 2005

I will ask the reading

specialist for assistance in

doing a running record.

Summer 2005 Get direction and feedback from

the reading specialist on giving and

assessing running records.

I will research interest

inventories about student

reading.

Summer 2006

I will use the DRA

benchmark assessment kit

to measure progress for

my students.

Each quarter of

the year

I will meet with my team

members to analyze data

and adjust the program

for the next year.

At the end of

each year

Analysis and discussion of student

growth data using guided reading

with my team members.

The books that I read about balanced

literacy were helpful. I find that I like the

organization of the Four Blocks model by

Patricia Cunningham for my classroom. I

feel so strongly about the importance of

comprehension as students are learning

to become better readers that I am going

to make sure comprehension is the major

emphasis for my guided reading instruction.

I am going to view videotapes

of the Cunningham model

only because it is the model of

guided reading I would like to

pursue.

conference in Madison, I was more

comfortable about the concept of using

guided reading within this model because of

my previous readings. The most helpful part

of the experience at the conference was

the opportunity to network with teachers

who had already implemented

#1: I will watch videotapes by

Patricia Cunningham about

Guided Reading the Four

Blocks Way in Grades 1 and 2.

guided reading the Four Blocks Way. I had a

great visit in one classroom because of this

networking.

I am rethinking my guided reading approach.

I once thought all my students should be

reading books on their own level. I now

feel that there are ways to use a common

piece of literature to teach a strategy, even

if that piece is above the reading level of

some students. I keep learning more and

more ways of supporting readers through

a reading selection. I have found that

my struggling readers benefit from the

discussion about these pieces of literature

and love being part of those discussions.

This reaction from my students has led me

to the implementation of leveled books

as part of my guided reading time for

“practice” of the comprehension strategy I

taught with a large group. I now use running

records to check on decoding while I am

having my self-selected reading block.

I need to use more than just

the Gay Su Pinnel Matching

Books to Readers resource for

leveling my books. I want to

know more about lexile levels.

activity to Objective #2: I will

investigate the use of the lexile

system.

to Objective #3: I will use the

Scholastic Reading Inventory to

determine a lexile level for each

of my students so they can be

matched to books at their level.

I have learned much about the use of

guided reading from what I have read and

observed. But I have learned more from my

students as they take part in whole group

instruction on comprehension strategies,

as they read books on their own levels

in a small group, and as they read books

independently on their own levels.

In the final stage of my licensure cycle,

I need to continue reflecting on what I

have read and observed in conjunction

with what is happening in my classroom. I

need to not only look at the growth of my

students on assessments but also reflect

on why they have made that growth. More

than that, I need to reflect about students

who are not making progress, determine

why not, and determine ways to help them.

fifth activity from Objective #2.

Instead of going somewhere

else for a workshop, I want to

use this last stage to learn from

the students in my classroom.

I will continue to do

assessments of their reading

levels and their comprehension

and to analyze those

assessments in order to provide

instruction to the students to

aid their reading growth.

A. Evidence of Professional Growth and Student Learning

The evidence that I have gathered and listed below documents my professional

growth of learning a new approach to teaching reading. The evidence

documents my growing skill implementing the Cunningham

guided reading approach that helped many of my students improve their

ability in decoding and comprehension. It also documents my students’

newfound interest in reading for pleasure.

which documents the comprehension part of reading by the

use of retelling; these running records are a quick way to assess

decoding and retelling.

student progress in reading and comprehension; these results

demonstrate improvement for many of my struggling readers.

well as their thoughts about the books they are reading.

guided reading from conference attendance, observations of other

teachers using guided reading, and their comments of observing

me doing guided reading.

the changes we made in leveling books in our school to

better match student reading abilities.

B. Reflection and Summary

I started my professional development plan with the realization that I

needed to change how I do balanced literacy, especially guided reading. I

knew that I wanted to learn more about a model of guided reading that

would take me away from the whole group approach that I was using to

smaller, more flexible groups that would allow me to monitor the growth

of my students more carefully. I also wanted to positively affect the attitudes

of my students toward reading.

I found the professional development opportunities that were part of

my activities to be very valuable. I especially liked comparing various

approaches to “guided reading” to find out which worked best with my

instructional style. I found that the various approaches are more alike

than different. I was pleased to find one that emphasized a plan for guiding

students in their understanding of what they read more than in their

decoding. My classroom looks totally different now. There are many dif-

ferent grouping patterns and students fit into those groups based on

assessments that I do on an informal basis, as well as the more formal

DRA assessments our district uses. I have found that I organize my lesson

plans differently now also. Each of my guided reading lessons includes

some before-, during-, and after-reading activities to help my students

grow in comprehension. This change is due to the books I read and the

videos I watched as well as good advice from some fellow teachers.

My students have shown growth in their ability to understand what

they are reading. Some of this growth may come from the fact that we

never just read something anymore—we always talk about what happened

or what we learned. Their DRA results are better than before I

started my plan. Anecdotally, I notice that my students like to discuss the

stories we read together and the books they read independently with each

other. I find these discussions to be so much more interesting than the

ones I previously had with students. The informal assessments show that

my students like to read and many of them think of themselves as readers.

Some of them even ask for reading homework!

The collaboration piece of my plan was very inspiring. I visited with

some teachers who were using the guided reading format that I wanted to

try and found their classrooms to be alive! They helped me find a way to

start—baby steps—in my own classroom. When I worked with my fellow

second-grade teachers in our book room, I was thrilled with the discussions

that came about as we were organizing resources we already had and

planning to order new ones. We had professional discussions and I could

tell them what I was learning. As a result, several of them have used me as

a resource to change how they do guided reading.

I feel that I accomplished most of my goal. The one thing that I did

not do was learn more about the SRI and lexiles. I know that most of my

students are still at levels of reading that can be measured by the DRA,

but those who are beyond it might be able to use this measure. I guess I

have something to study in a new plan!

A. Description of School and Teaching/Administrative/Pupil Services Situation

The Badger Area School District serves a growing student population of

approximately 4,000 students. The district has a well-defined and welldeveloped

educational system for all students, including those with special

needs, gifted and talented, and children with diverse ethnic and

socioeconomic backgrounds. In 1997, the school board adopted the district’s

strategic plan developed by a team composed of staff, students, and

community members. The mission of Badger Area School District reads,

“Our mission, in cooperation with parents and the community, is to

ensure academic achievement for all.” As a result of the strategic plan’s

implementation, all curriculum, assessment, and instruction has become

aligned with state standards. Each school created a school improvement

plan based on their student data.

I am currently the principal at Badger Elementary School and have

been in this position for six years. Badger Elementary School has an enrollment

of six hundred students in kindergarten through fifth grade. I am the

only administrator in the building. There are three other elementary principals,

one middle-level principal, and one principal and two assistant principals

for the high school in the district. In addition, central office

administrators include a director of pupil services, one director of instruction,

a business manager, and the district administrator. Instructional support

services for our building include a full-time school psychologist, a

reading program staffed with a reading consultant, a Title I teacher, a halftime

gifted and talented resource teacher, and special education programs.

Similar to most Wisconsin school districts, the student population at

Badger Elementary is in transition. As our community changes, the student

body is becoming more diverse. The current strategic plan calls for

the staff at Badger Elementary to work with multiple learning styles in an

inclusive classroom environment. Several teachers and an administrative

team recently participated in a data retreat. Badger Elementary has a goal

to provide a safe environment for all students and to use data to support

program changes.

B. Description of the Goal(s) to Be Addressed

Based upon strategic planning efforts to ensure an atmosphere where all

children are respected, I want to work toward creating a safe environment

where all students feel valued, where students seek out teachers for guidance

and support with their learning needs, and where all students are

known by at least one teacher in the building.

C. Rationale for the Goal(s) and Link to Self-Reflection, Educational Situation, and

Standard(s)

Based on our district’s strategic plan and in conjunction with the board of

education, Badger Elementary is building a culture of inclusiveness where

student learning for all is our target and all students feel valued and supported.

Given the change in the complexion and socioeconomic, racial, and

ethnic makeup of the district, there is a need to address the differences and

multicultural aspect of the school. On the whole, Badger’s WKCE scores

are strong, with 85 percent of our students showing proficient and/or

advanced in each of the tested areas at grade four. A team from our building

recently participated in a data retreat. The data retreat highlighted two

issues. One, when the WKCE test data is disaggregated, clearly certain segments

of our population are not succeeding at the level of the total population.

Second, as our team attempted to utilize data to create a picture of our

school, no perception data could be located [school and district situation].

This past year I have read three books on how to build an inclusive culture

[self-reflection].The WKCE data for Badger Elementary shows that my low

performing students are not improving and frequently my high achieving

students tell me they are not interested in or challenged by the content [student

learning]. My goal addresses the Wisconsin administrator standards

#1, #2, #3, #4, and #5 [licensure standards addressed].

D. Plan for Assessing and Documenting Achievement of the Goal(s)

I am in the process of attending a data retreat workshop. In addition, I will

attend a workshop on culture building for inclusiveness sponsored by my

professional organization. After attending those workshops I will develop

benchmarks for the implementation of two activities that include community

members. One benchmark will measure student satisfaction. Another

benchmark will use disaggregated data from the WKCE to measure student

learning across all represented categories. I will assess my professional

growth through my reflection notes, observation notes from

administrative team members, mentor coaching, and rubrics for student

satisfaction.

E. Plan to Meet the Goal(s): Objectives, Activities and Timelines, and Collaboration

each and every student at Badger Elementary and to increase the achieve-

ment scores of all represented populations at Badger Elementary. The

progress toward this goal will be reported yearly to the school board and

the community through a report of student satisfaction and WKCE disaggregated

scores.

for success for all students attending Badger Elementary.

based on information from the data retreat information using disaggregated data.

I will read books about

leadership for student

success.

June 2003–

December 2003

I will get advice from colleagues

during a local PAC meeting.

I will attend a conference

on culture building.

December 2003

I will attend a workshop

on leadership for student

success sponsored by my

professional organization.

Spring 2004 I will interview colleagues

attending the workshop and set up

a time to visit their buildings.

I will participate as part

of a team in a data retreat

workshop.

Summer 2004

I will meet with my team

to discuss information

coming from the data

retreat.

Summer 2004 Discuss and decide with my team

the yearly goals related to student