Course+Syllabus

=**EDUC 584:** Writing the Professional Development Plan (PDP) = =**(1 Credit)** = **Location:** Online **Dates:** August 1, 2012 – September 15, 2012 The College of Education of Cardinal Stritch University is “Devoted to bridging knowledge, practice, and service.” Course activities will be available on the Course Wiki beginning July 1, 2012. All assignments and activities must be completed and turned in by August 15, 2012.
 * **Instructor:** || Rachel Schemelin ||
 * **Phone:** || 262-339-9163  begin_of_the_skype_highlighting   262-339-9163  end_of_the_skype_highlighting   begin_of_the_skype_highlighting <span class="skype_pnh_textarea_span"><span class="skype_pnh_text_span">262-339-9163   <span class="skype_pnh_mark">end_of_the_skype_highlighting   ||
 * **E-mail:** || rkschemelin@stritch.edu ||
 * **Skype:** || rschemelin ||
 * **Course Access:** || http://584educ.wikispaces.com/
 * Before participating in the course, participants will need to go to the course link, create a Wikispaces account, and request to “join” the course wiki. The instructor will then need to approve the membership request. After requesting membership, please allow 48 hours for the membership request to be approved by the instructor. ||
 * LENGTH OF COURSE**

= = = = This course will assist initial educators who are teachers in using student assessments and supervisor feedback to select two or more Wisconsin Educator Standards in which to base a plan for professional development. This course will assist the initial educator in the development of Professional Development Plan (PDP) as determined by PI 34. The course will include 12.5 hours of online coursework. = =
 * COURSE DESCRIPTION**

= = = = Materials as provided by Department of Public Instruction website, WI Teacher Standards for Development and Licensure, and K-12 Model Academic Standards, and Standards and other materials as appropriate. = =
 * REQUIRED TEXT**

= = = = The course activities are divided into three self-directed modules with accompanying progress checklists. <span style="font-family: Arial,Helvetica,sans-serif;">In Module 1, we will focus on gaining an in-depth understanding of the Wisconsin Educator Standards andPI-34. In Module 2, we will conduct a data review and focus on writing the professional development plan goal. In Module 3, we will focus on writing the objectives and activities sections of the PDP and discuss year 5 of the PDP process. = =
 * SEQUENCE OF TOPICS**

= = = = = =
 * GENERAL COURSE EXPECTATIONS**
 * 1) The syllabus is subject to change based on the needs of the class as determined by instructor and students.

= =
 * 1) Assignment completion is assumed. To receive a passing grade on assignments, candidates must have submitted all work by the due date, demonstrate insightful reflection and accurate interpretation, and follow assignment guidelines. Requests for extensions must be made in advance of the due date along with the approval of the instructor.

= = = =
 * 1) Students can expect a prompt response when contacting the instructor with questions. Email messages will be responded to within 48 hours.

= = Primary program outcomes reflect **Wisconsin Standards for Teacher Development.** = =
 * PROGRAM OUTCOMES**

= = = = = = = = = = = = = = = = = = = = = = = =
 * Wisconsin Standards for Teacher Development and Licensure**
 * Standard 1:** Teacher know the subjects they are teaching.
 * Standard 2:** Teachers know how children grow and can provide appropriate instruction.
 * Standard 3**: Teachers understand that children learn differently and can meet their diverse needs.
 * Standard 4:** Teachers know how to teach.
 * Standard 5**: Teachers know how to manage a classroom**.**
 * Standard 6:** The teacher communicates well.
 * Standard 7:** Teachers are able to plan different kinds of lessons.
 * Standard 8:** Teachers know how to test for student progress.
 * Standard 9:** Teachers are able to evaluate themselves.
 * Standard 10**: Teachers are connected with other teachers and the community.

= = = = Upon successful completion of the course: = = = = Assessment: **//Students will develop a professional development plan (PDP) using the appropriate standards throughout the document.//** = =
 * COURSE OUTCOMES**
 * Initial educators will demonstrate an awareness and understanding of the K-12 Student Academic Standards, and WI Standards for Teacher Development and Licensure (Standards 1 through 10).

= = = = Assessment: //**Students will develop a professional development plan (PDP) including site description, standards based goals, activities, timeline, evidence of collaboration, and assessment plans.**// = =
 * Initial educators will develop their own Professional Development Plan as required for newly licensed educators (Standards 1 through 10).

= = = = Assessment**: //Students will develop a professional development plan including site description, standards based goals, activities, timeline, evidence of collaboration, and assessment plans.//** = =
 * Initial educators will investigate student data and supervisor feedback to develop appropriate improvement goals that are measurable, attainable, specific, realistic and time oriented (Standards 8 and 9).

= = = = Assessment: **//Students will develop a professional development plan including site description, standards based goals, activities, timeline, evidence of collaboration, and assessment plans.//** = =
 * Initial educators will thoughtfully select a verifiable goal that is clearly relevant to their self-reflection, explicitly aligned with the WI Educator Standards and carefully describes its potential impact of their professional growth and impact on student learning (Standards 1 through 10).

= = = = toward the goal in terms of their own professional growth and student learning (Standards 8 and 9). = = Assessment: **//Students will carefully select objectives and activities to support goal attainment. The projected timeline and opportunities for collaboration with colleagues will be outlined.//** = =
 * Initial educators will thoughtfully develop an assessment plan for documenting progress

= = = = Assessment: **//Students will present their PDP to their cohort group for feedback.//** = =
 * Initial educators will present their PDP to their cohort (Standard 6).

= = = = Professional Development Plan (PDP) 65% = = Activities and Assignments 35% = =
 * COURSE ASSIGNMENT AND GRADING SYSTEM**

= = = = A- 3.67 || B+ 3.33 B 3.00 B- 2.67 || C+ 2.33 C 2.00 C- 1.67 || D+ 1.33 D 1.00 D- .67 || F .66 or lower || = =
 * Grading Scale:**
 * Superior || Very Good || Satisfactory || Poor/low pass || Fail ||
 * A 4.0

= = = = = =
 * ASSIGNMENT SUBMISSION RULES**
 * Assignments must be received by the midnight of the due date via online submission or as directed by your instructor.
 * Always keep a copy of your assignment.
 * All work is to be in the student’s own words representing the student’s ideas unless specifically noted. All written work is expected to be online and of graduate quality, including details of spelling, punctuation, and format.

= = = = = =
 * GENERAL RESOURCES**
 * Students should have access to personal computers with audio/video capabilities, their own or organizational.
 * The ability to get online to the online site and interact with the software online.

= = = = = = = =
 * LATE ASSIGNMENT POLICY**
 * Regular and timely participation in course activities, assignments and projects.
 * Assignment dates should be taken seriously. Late assignments will be assessed a penalty of 15%. No late work will be accepted unless the student and instructor have agreed in writing before the due date. Email is accepted as a form of writing. The instructor may or may not grant an extension based on the circumstances. Extenuating circumstances such as illness or personal crisis will be considered.
 * If the instructor grants an extension then the new date will become the due date.

= = = = = = Inherent in the mission of Cardinal Stritch University is the strong belief in the principle of academic integrity. Student's actions reflect their moral character and, by extension, to University's reputation. Therefore, all students are expected to recognize and to abide by the policy on academic integrity found in the student handbook. = =
 * UNIVERSITY POLICIES**
 * Statement of Academic Integrity**

= = = = Cardinal Stritch University and this instructor wish to positively affirm the intent of the American Disability Act. Any person enrolling in this course who may require alternative instructional and/or evaluative procedures due to a disability should feel free to discuss these needs with the instructors so that appropriate arrangements can be made.
 * Statement of Compliance with the Rehabilitation Act of 1973**

**EDUC 584: RUBRIC FOR PROFESSIONAL DEVELOPMENT PLAN (PDP):**
<span style="font-family: Arial,Helvetica,sans-serif; font-size: 90%;">PDP Goal Approval Component Review for Initial Educators <span style="font-family: Arial,Helvetica,sans-serif; font-size: 90%;">Educator Name: <span style="font-family: Arial,Helvetica,sans-serif; font-size: 90%;">PDP Team Member Name: <span style="font-family: Arial,Helvetica,sans-serif; font-size: 90%;">Date:


 * <span style="font-family: Arial,Helvetica,sans-serif; font-size: 90%;">Review Questions ||  || <span style="font-family: Arial,Helvetica,sans-serif; font-size: 12px;">Check Y/N ||
 * <span style="font-family: Arial,Helvetica,sans-serif; font-size: 90%;">Step II A || <span style="font-family: Arial,Helvetica,sans-serif; font-size: 90%;">II A.1 Did he/she include a description of his/her teaching, pupil services, or administrative position? ||  ||   ||
 * || <span style="font-family: Arial,Helvetica,sans-serif; font-size: 90%;">II A.2 Did he/she included the number of years in teaching, been in pupil services, or been an administrator? ||  ||   ||
 * || <span style="font-family: Arial,Helvetica,sans-serif; font-size: 90%;">II A.3 Did he/she include whether the school is located in an urban, suburban, or rural setting? ||  ||   ||
 * || <span style="font-family: Arial,Helvetica,sans-serif; font-size: 90%;">II A.4 Did he/she include the ethnic, special needs, and socioeconomic makeup of the school population? ||  ||   ||
 * || <span style="font-family: Arial,Helvetica,sans-serif; font-size: 90%;">II A.5 Did he/she include his/her building and/or district goals ||  ||   ||
 * <span style="font-family: Arial,Helvetica,sans-serif; font-size: 90%;">Step II B || <span style="font-family: Arial,Helvetica,sans-serif; font-size: 90%;">II B.1 Did he/she state how his/her goal(s) will lead to professional growth? ||  ||   ||
 * || <span style="font-family: Arial,Helvetica,sans-serif; font-size: 90%;">II B.2 Did he/she state how his/her professional growth will have an effect on student learning? ||  ||   ||
 * <span style="font-family: Arial,Helvetica,sans-serif; font-size: 90%;">Step II C || <span style="font-family: Arial,Helvetica,sans-serif; font-size: 90%;">II C.1 Did he/she include a rationale for how his/her goal(s) link to his/her school/teaching/administrative/pupil services situation? ||  ||   ||
 * || <span style="font-family: Arial,Helvetica,sans-serif; font-size: 90%;">II C.2 Did he/she identify which Wisconsin Educator Standards will promote his/her professional growth (two or more – use language from the standards – do not merely list the numbers)? ||  ||   ||
 * <span style="font-family: Arial,Helvetica,sans-serif; font-size: 90%;">Step II D || <span style="font-family: Arial,Helvetica,sans-serif; font-size: 90%;">II D.1 Did he/she include methods to assess his/her professional growth? ||  ||   ||
 * || <span style="font-family: Arial,Helvetica,sans-serif; font-size: 90%;">II D.2 Did he/she include methods to assess the effect of his/her professional growth on student learning? ||  ||   ||
 * <span style="font-family: Arial,Helvetica,sans-serif; font-size: 90%;">Step II E Objectives || <span style="font-family: Arial,Helvetica,sans-serif; font-size: 90%;">II E.1 Did he/she include objectives that directly address his/her goal(s)? ||  ||   ||
 * || <span style="font-family: Arial,Helvetica,sans-serif; font-size: 90%;">II E.2 Did he/she include objectives that are observable and verifiable? ||  ||   ||
 * <span style="font-family: Arial,Helvetica,sans-serif; font-size: 90%;">Step II E Activities || <span style="font-family: Arial,Helvetica,sans-serif; font-size: 90%;">II E.3 Did he/she align activities with his/her goal(s) and objectives? ||  ||   ||
 * || <span style="font-family: Arial,Helvetica,sans-serif; font-size: 90%;">II E.4 Did he/she extend the activities through multiple years of the licensure cycle? ||  ||   ||
 * || <span style="font-family: Arial,Helvetica,sans-serif; font-size: 90%;">II E.5 Did he/she state the timeline? ||  ||   ||
 * <span style="font-family: Arial,Helvetica,sans-serif; font-size: 90%;">Step II E Collaboration || <span style="font-family: Arial,Helvetica,sans-serif; font-size: 90%;">II E.6 Did he/she include collaboration with others in his/her plan? ||  ||   ||
 * <span style="font-family: Arial,Helvetica,sans-serif; font-size: 90%;">Step II E Collaboration || <span style="font-family: Arial,Helvetica,sans-serif; font-size: 90%;">II E.6 Did he/she include collaboration with others in his/her plan? ||  ||   ||

<span style="font-family: Arial,Helvetica,sans-serif; font-size: 90%;">Indicate the points for each criterion and total using whole or half points (e.g. 2.5)

<span style="font-family: Arial,Helvetica,sans-serif; font-size: 90%;">Name: <span style="font-family: Arial,Helvetica,sans-serif; font-size: 90%;">Date: <span style="font-family: Arial,Helvetica,sans-serif; font-size: 90%;">Total Score out of 17: <span style="font-family: Arial,Helvetica,sans-serif; font-size: 90%;">Grade:

<span style="font-family: Arial,Helvetica,sans-serif; font-size: 90%;">A: 16.5 – 17; A-: 15-16; B+: 13.5-14.5; B: 12-13; B-: 10.5-11.5; C+: 9-10; C: 6-9; C-, D, or F: 5 or less.