‘My Professional Development Plan | Quality Educator Interactive hupsi/mygei.ong/pdp_printable.php © Logoft the QE Sicontact us quality educator interactive ‘Need help? home > review/print your PDP EDUCATOR INFORMATION | . | | My Professional Development Plan Kelty Rose | Step |: Selfreflection | | (nee een | ‘An Issue arose during my fist year of full-time teaching Middle ' ‘School Special Education at Darlington Community Schools, Our District : Administrator and Elementary-Middle School Principal informed us that the | EDUCATOR PROFILE ] mathematics learning gap is too large between the regular education population and the special education/economically disadvantaged/English | PDP term: 4 years i as.a Second Language subgroups. A result ofthese statistics would be that | PDP submitted for Goal Approval: | Darlington Etementary-Middle School is now a “focus school" in Wisconsin. || 01/10/13 | ‘Asa school, we have three years to show progress toward closing that gap. | Year POP process completed: | || 2016 | My initial education license is 777 Regular Years of educational experience: Education, 72 Middte Childhood to Early Adolescence {age 6-15). My 13 undergraduate years consisted of core curriculum courses (mathematics, ieee | al studies, science, , ts, etc) along with several / | social studies, science, reading, Language arts, etc) along with several aap ana ae | special education courses in order to obtain a special education minor. My / Saag special education minor and one year of special education aide work helped | : eee 7 | | Schoot district: Dartington I ‘me to earn my position in the Dartington Community Schools. My rst few | a Community months have been included many ups and downs. The ‘ups" include a | | Curent educational assignment: | Middle School Special | | Education| ‘warm welcoming from faculty, staff, parents, and students, mentoring from regular education professionals as well as special education professionals, and the feeling that my students are being held to higher expectations, The | cleat 7 z Yeors in current assignment: 2 | “downs occur when | encounter behavioral issues in my classroom, my students are not achieving expectations as quickly as | would like, and the Licensure stage sought: pressure of helping my students (and school) close the mathematics 4 Professional learning gap. Overall, | am taking my first few months of lesson planning ‘week-by-week and my teaching day-by-day. My biggest challenge has been and will continue to be teaching my students to the best of my ability due Present Licensure Stage: Initial | | Professfonal Licensure Categories: | Teacher | Lof 11 APT/2015 1:52 PM.My Professional Development Plan | Quality Educator Interactive Intps/imygei.org/pdp_printable.php to the fact that I do not feel entirely prepared to teach special education. | ross-Categorical Special Education license, which will in turn benefit the needs of my students, i have a regular education license and am working toward obtaining my | ‘MY POP TEAM | Sharon Gauger F ———— | Teach Step Il A. Description of School and Teaching, Baer Administrative, or Pupil Services Situation Denise Wetlnitz | Administrator | am currently beginning my first year of teaching at Darlington Elementaty- || avid Allen Middle School. | am a Cross-Categorical Spectal Education professional ome : teaching sixth through eighth grade students. | teach Reading and Language Arts to sixth/seventh and eighth graders (each in separate sections) and mathematics to eighth graders. | also conduct two separate study halls in which | have a combination of seventh and eighth graders, My Special Education caseload includes 10 total students. The mission of our district is to help each and every child realize his or her full potential and become a responsible and productive citizen and life-long learner who is able to use technology effectively and appreciate the mutt!- cultural society in which we live as they prepare for the challenges of the ‘twenty-first century, Our 2012-2013 district goats also include: maintaining and advancing student achievement through academics, extracurricular involverient, character education and nontraditional means, and to prepare students for college and career readiness. Also, to identify, develop, and implement assessments to measure student progress. Our district's community is populated as such; 9% of the student population is identified as Hispanic, 2% of the population is identified within another race other than white, 11% of the student population is identified with a disability, and 35% of the student population is identfied as economically disadvantaged, Darlington Community School is a rural district with an enrollment of 780 students, five-year-old kindergarten through twelfth ‘grade, with one combination elementary-middle school and one high school. Dartington Elementary-Middle School serves over 549 students in kindergarten through eighth graders. | Step Il B. Description of Goal to be Addressed Goal 2of 4/7/2015 1:52 PM‘My Professional Development Plan | Quslity Educator Interactive hups:/imygei.org/pdp_printeble.php 30f ll I will become knowledgeable In the area of Special Education by obtaining my Cross-Categorical Special Education (grades 1-8) teaching license so that | can document the achievement of my students and narrow the mathematical learning gap between students in regular education and students in special education. Goal Not entered © Step. Rationale fr the Gra: Links to Professional | Situation and Wisconsin Educator Standards Goal I will become knowledgeable in the area of Special Education by obtaining my Cross-Categorical Special Education (grades 1-8) teaching license so that | can document the achievement of my students and narrow the mathematical learning gap between students in regular education and students in special education, Rationale for your goal ‘As my reflection stated earlier, | do not yet have a Special Education teaching license and my school shows a significant mathematical learning gap between students in regular education and students in special education. My goal directly relates to both of these issues, First and foremost, | need to complete my licensure in order to better benefit the leaming needs of my students. This then directly correlates with their achievement scores in mathematics. The more educated | am in Special Education, the more learning opportunities | can bring to my students, ‘which will result in higher academic achievement, My students’ higher academic achievement will contribute to narrowing the mathematical learning gap. Licensure standard(s) addressed in your plan Teacher:(1) The teacher understands the central concepts, tools of inquiry, and structures of the disciplines he or she teaches and can create learning experiences that make these aspects of subject matter meaningful for pupils ‘Teacher:(8) The teacher understands and uses formal and Informat assessment strategies to evaluate and ensure the continuous intellectual, social and physical development of the pupil. ‘Teacher:{9) The teacher Is a reftective practitioner who continually evaluates the effect of his or her choices and actions on pupils, parents, professionals in the learning community and others and who actively 4y7/2015 1:52 PM.My Professional Development Plen | Quality Fducator Interactive htips:/mnyqei.orgipdp_printable,php seeks out opportunities to grow professionally. Goal Not entered i Step Il D. Plan for Assessing and Documenting ‘the Goal Goal I will become knowledgeable in the area of Special Education by obtaining my Cross-Categorical Special Education (grades 1-8) teaching license so that I can document the achievement of my students and narrow the mathematical learning gap between students in regular education and students in special education, will be u: 19a few different methods to assess my professional growth: self-reflection, documenting professional development, and assessing myself through student progress. | will journal once a week to reflect on my effectiveness as an educator. Throughout the week | will also write myself notes or make mental notes to reflect upon my progress, The second method of self-reflection will be to document my professional development, such as seminars, workshops, and college courses. The third ‘method of self-reflection will be to examine the assignment scores, test scores, and overall comprehension of material by students. The students’ successes and/or delays in mathematics will allow me to assess my teaching practices and educator effectiveness. ‘The students’ successes and/or delays in mathematics not only allow me an ‘opportunity to reflect upon my teaching practices, but it also allows me to reflect upon the students’ needs. Through informal and formal assessments, | will be able to more quickly and effectively accommodate the needs of my students. | will be documenting student assignment and assessment scores and then use this data to mold my teaching techniques. Goal Not entered | Step INE Plan to Meet the Goal: Objectives, Activities, | Timeline, and Plan for Collaboration soft 47/2015 1:52 PM‘My Professional Development Plan | Quality Educator Interactive Goal I will become knowledgeable in the area of Special Education by obtaining my Cross-Categorical Special Education (grades 1-8) teaching license so that | can document the achievement of my students and narrow the mathematical learning gap between students in regular education and students in special education. Objective | will enroll in Special Education college courses at the University of Wisconsin-Platteville to obtain my Cross-Categorical teaching license. |hups:iimygei.org/pdp_printable.php Activities Iwill enroll in and pass out of the college course entitled “Teaching 7610: Timelines Fall 2012 Collaboration Completed Iwill collaborate 13/18/12 with new and veteran teachers as I seek to obtain my Portfolio Development Cross-Categorical and Competency teaching license. Review" at the University of Wisconsin-Platteville Iwillcollaborate 05/20/13, |witenotin and pass 7085 With new and ee veteran teachers as | seek to obtain my ‘onilld "Teaching 6200: : ‘Transitons for Chikiren eee Spee aie ‘teaching teense. ‘ University of Wisconsin- Platovile Fall 2015 | will collaborate 12/27/13 with new and {will enrol in and pass veteran teachers as | ofthe college cour iat tes of seek to obtain my cntited "Teaching 7620: ees ‘Special Education Laws ii: ‘and Logal Issues" at the University of Wisconsin- Paatteville. Sof ll teaching license, 40712015 1:52 PM,‘My Professional Development Plan | Quality Educator Interactive of lL Activities Ewill enrol in and pass out of the college Timelines Collaboration Completed Fall 2013 Iwill collaborate 01/28/14 with veteran ‘teachers as | complete the course entitled “Teaching 7960: Cross- Categorical Practicum’ at the University of Wisconsin-Platteville, Objective ‘student teaching” portion of obtaining my Cross-Categorical teaching license. { will use what | Learn while obtaining my Cross-Categorical teaching License as well as what | learn through other various sources to create mathematical lessons that will enhance my students’ knowledge of the content of the course. Activities | will use information gained in my college courses to create mathematical lessons that will enhance my students’ knowledge. will use curriulum knowledge and text knowledge to enhance the effectiveness of my mathematical lessons. will use information stated in my students! Individualized Education Plans (IEPs) to create mathematical tessons that will most effectively fit the needs of my students, 2012-2014 | will collaborate Timelines Collaboration Completed with new and veteran teachers asl complete my Cross-Categorical ‘teaching license. 2012-2016 | will collaborate with my Special Educ: supervior to seek out appropriate curriculum and text. 2012-2016 | will seek out help from my Special Education supervisor to determine students’ present levels of performance. hitpsémyqei.org/pdp_printable,php 4/7/2015 1:52PMMy Professional Development Plan | Quality Educator Interactive Activities Iwill attend college courses, mathematical seminars, and other professional development seminars to best prepare me to create effective ‘mathematical lessons for my students. Objective Timelines 2012-2016 Collaboration Iwill collaborate with new and veteran teachers as well as other professionals in the field of education, 08/26/13 will assess self-progress and student progress through formal and informal assessment. Activities | will earn my Cross- Categorical teaching License through the University of Wisconsin- Platteville will assess my teacher effectiveness through self-refiection (weekly Journals), | will asssess students’ progress through ‘mathematical tests and progress reports. Toth Fall 2042-Spring 2014 2012-2016 2012-2016 Collaboration will collaborate with new and veteran teachers as | seek to obtain my Cross- Categorical teaching license, ‘wilt collaborate with two middle school level math teachers and my Special Education supervisor to determine the validity and reliability of my assessments, Completed 01/28/14 1/28/14 hutps//mygei.one/pdp_printable.php APTIQO15 1:52PM‘My Professional Development Plan | Quality Educator Interactive ‘tips:/myqei.orp/pdp_printable php 8of 1 Activities Timelines Collaboration Completed. Iwilluse the results of 2012-2016 | will collaborate my students’ universal with my Special screeners and state Education standardized supervisor to assessments to assess analyze the student progress as results of the well as self-reflect on WKCE scores and my teaching practices. MAPS scores. Till assess my 2012-2016 | will collaborate effectiveness as a with my Special teacher as well as Education: ‘student progress based ‘supervisor to ‘on 75% of my students determine meeting students’ thelr mathematical progress on Individualized mathematical IEP Education Plan (IEP) goals. goal(s) per annual IEP year. Goal Not entered Documentation of the Plan Goal Iwill become knowledgeable in the area of Special Education by obtaining my Cross-Categorical Special Education (grades 1-8) teaching license $0 that | can document the achievement of my students and narrow the mathematical learning gap between students in regular education and students in special education. Year2 Reflection | discovered many things about my students, my coworkers, myself, and 4/7/2015 1:52 PMMy Professional Development Plan | Quality Educator Interactive Iiips:mygei.org/pdp_printable.php teaching in general throughout my second year in Darlington. It was my first year teaching this particular group of students, so It took approximately ‘a month to learn the personalities, avoidance behaviors, and mannerisms of the students. | quickly figured out the handful of coworkers that | could go to with a question. (Not that my other coworkers would not have helped, but most of my questions were 7thv/&th grade and/or special education related). | also discovered that students can be directly and indirectly affected by the collaboration (or Lack there of) between teachers, administration, staff, etc, Now, this was not so much of an issue, but | found it interesting how students’ lives could be affected by the lives of adults, The information | discovered about myself was a result of my teaching practice and what | observed around me. | initially had a “skeleton” plan for behaviors, curriculum, parent contacts, classroom environment, etc. | would say about half of what | had planned worked and/or came to fruition. The plan for behaviors had to be revised, revised, and revised again. | encountered counttess, unexplainable behaviors weekly (especially at the tend of the school year). | Learned that a behavior intervention that may ‘work for one student may not work for another, | found that | need to lay out my expectations more clearly and have the students sign an agreement to follow those expectations. My curriculum was a flop! | had more planned for the school year than what we had the opportunity to accomplish. | supposed that will change from year to year depending on the students | have in my classroom. | had to be very flexible in my plans and scheduling to accommodate students, other teachers, and parents. | was VERY nervous about parent interaction, It is a MUST in special education, and | felt as though I did not have enough experience interacting with parents before beginning this career. Those nerves and reservations stowly faded away as the school year went on. | found that if | was honest and understanding of parents’ situations, most times the parents responded well, | Look forward to continuing the 7th grade parent relationships into the 8th grade year. | was satisfied with my classroom environment this year. | thought it was inviting and safe, but | already know of changes | want to make next year. | want my classroom to be that place where my students feel comfortable to talk about thelr concerns, problems, or accomplishments. Personally, | accomplished a few of my activities within my objectives over this past school year. | took and passed out of two college courses to obtain my Cross-Categorical teaching degree. | also attended a math workshop provided by my school district. As I looked through the remainder of my Sof Lt AP7/2015 1:52 PM.My Professional Development Plan | Quality Educator Interactive activities, | thought ‘Oh no! There is so much to do yet!" My nerves were put at ease when I reflected on the fact that the activities | put in place cannot be accomplished in a single year. Most ofthe activities wilt span from the beginning of the PDP to the end of the PDP. The activities are meant to examine and analyze my performance and my students’ performance over a four year timeline, | also determined that it was more difficult to grow professionally in teaching math when you only teach 45 minutes of it per day. | teach 3 hours of reading and language arts, which is assisting my confidence to sore in those subjects, | am finding that | am not putting in as much effort with researching math strategies than with reading and language arts strategies. | haven't even mentioned that aloud (or in writing) until just now. | will make more of an effort to find the math materials necessary to make my students’ math experiences more beneficial, more meaningful, and more fun. Revision: Goal Not entered ( Step IV A: Evidence of Professional Growth and the Impact of Professional Growth on Student Learning Goal | will become knowledgeable in the area of Special Education by obtaining ‘my Cross-Categorical Special Education (grades 1-8) teaching license so that | can document the achievement of my students and narrow the mathematical eaming gap between students in regular education and students in speciat education. Goal Not entered © Stop IV: Reflection and Summary Goal | will become knowledgeable in the area of Special Education by obtaining my Cross-Categorical Special Education (grades 1-8) teaching license so that | can document the achievement of my students and narrow the mathematical tearing gap between students in regular education and students in special education, oft https: mygei.org/pdp_printable,piap 4/7/2015 1:52 PM.‘My Professional Development Plan | Quality Educator Interactive How did you grow professionally in the standards identified in your plan? How did your growth have an impact on student learning? Summarize and reflect on how you collaborated with others? ‘Additional information/comments Goal Not entered How did you grow professionally in the standards identified in your plan? How did your growth have an impact on student learning? ‘Summarize and reflect on how you collaborated with others? Additional information/comments Printed: 04/07/15 of ll ‘utps://mygei.org/pdp_printable.php 47772015 1:52 PM.