ED 690 Understanding, Supporting, and Facilitating the Spirit of PI-34

ED 690Understanding, Supporting, and Facilitating the Spirit of PI-34 January 2014 – Weekend One Mary Cieslewicz PI-34 Coordinator SEWNTP at CSU

Welcome • Important Information • Soda/Vending machines • Course registration • Handouts for weekend • Computer Use • Wiki • Wifi password • Evaluations

Ice Breaker-Four Seasons • Favorite season of the year: • summer, fall, winter, spring • Discuss in your corner what you love about that season. Share the top three reasons group members selected it.

Class Background • 4-Corners--What do you know about PI 34? • Not much yet • Some • Quite a bit • I could teach this • 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.

Group Norms • 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.

Let’s MOVE--Find Partners for the Even Norms-Introduce yourself and sign up a partner for each norm listed-2, 4, 6, 8 • 2-Suspend Judgment • 4-Listen Actively • 6-Speak honestly • 8-Bring humor

Principles of Conversation • 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 pre-service or new educator who need to practice these principles?

Syllabus and Purposes of Course • 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? • Understanding • Supporting • Facilitating • Spirit

Main Assignments • 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 small groups on day 2) • Take a few moments to individually review the syllabus. • Know that more details will come on these assignments.

Background on PI 34 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.

Time to Reflect (Thank your partner and find your seat) • Take time to reflect upon our activities so far • 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 pre-assess?

PI-34 Synopsis Powerpoint Background: 2-9 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. A new system-Work with your Rule 4 partner 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. Thank your partner and return to your seat. PDP

THE 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. WECANservices.education.wisc.edu/wecan/ 2. QEImyqei.org

Tomorrow is a BIG day! 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.

Picture Grid – Whip around – “PI-34 is like a _____ because . . .”

Good Morning • 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 • PDP

Preview the Parts of the PDP 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

Review—Partner Activity • 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?

Writing the PDP-Assignment 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: What do you know about PI-34 and what you need to know to better serve the educators you support. 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.

Step II A: Description of Situation – review Ben’s Step II A 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?

CHANGE “Resistance to change is perhaps as natural as the need to change is obvious”

Standards and Changein Education • 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.

Time to Explore • 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. • 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.

Focus Questions • 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?

Sharing of Research • What does everyone need to know? • How will you share this information? • Compare and Contrast chart • Powerpoint • Top ten list • Q and A • Graphic • What questions do you have before we get into groups.

Presentations • Record notes as you listen to each presentation.

Feedback on this activity • What worked? • What could be changed or altered?

Individual Reflection on Standards • 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?

Homework • 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.

Closure for Day One • 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.

Shel Silverstein 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!

ED 690 Understanding, Supporting, and Facilitating the Spirit of PI-34