Name at least three ways in which the PDP process is different from the 6 credit process. Be sure to include at least a two sentence description on each difference.
1. Linked to a university or college. a. The courses taken at 4 year colleges, technical colleges, or 2 year UW colleges are the only courses available that count towards the 6 credit requirement. The PDP is not linked to a university or college, but rather related to goals that are directly related to your classroom. 2. Is not related to earning additional degrees/certifications. a. The PDP does not count towards the earning of additional degrees or certifications. The goal of the PDP is to find a goal that would directly improve your unique work-related situation. The goal is not to prepare you for professional ascension, but rather to improve the quality of the work you are currently performing. 3. Requires three mentors to sign off on your satisfactory completion. a. The 6 credit program only asks for transcripts to prove you have satisfied the requirements. In the PDP you are required to have three mentors approve your goal and your findings before you earn a PDP. This ensures that three people have looked over your goals, in contrast to only one professor for a college credit class.
1. When earning credit for renewal it is not important what class you take. The credits earn need to be from an established college or university. a.PDP does not require that you take additional classes but some classes help meet the goals that the person has set for themselves. 2. Credit base renewal can get quite costly. The cost may be different depending on what establishment you go through for credits. b. PDP can be low in cost but is very timely. 3. Your credits are due every five years in order to renew your teacher licence. This means for four years a teacher might not look at what he or she might want to study to help them in their classroom. c. Every year a teacher on a PDP plan has to update their plan. The plan also is set in place for the new teacher to reflect on the goals and update according to what the need in the classroom at that time.
The PDP involves the critical component of reflection. The learning curve is much higher if the instructor can reflect upon what they have done. This helps the teacher to evaluate the success of what they have done and learn how it could be improved. Great teachers are reflective practitioner s and the PDP fosters this characteristic. The six credit process does not include a reflective component limiting growth in this category. The PDP evolves. As the instructor develops, analyzes, and evaluates their plan it should be adjusted to ensure the desired outcome is achieved. The PDP is a developing process allowing for variation to achieve the goal. The six credit process is in reality a task rather than a “process”. This task does not evolve to help the instructor improve their trade. The PDP is data and evidence based. Data drives the process and allows the instructor to see the fruit of their labor. The data serves as evidence of improved practice and provides clarity for plan development. The six credit process does not include useful data for growth or evidence of achievement. The six credit process provides us with two data points. 1. We know six credits were taken in five years. 2. We know they had to be related to teaching. This data cannot be adequately used to improve instruction.
The differences between the PDP and the 6 credit rule stated by Carrie are things I never thought of before. I liked her comment on teachers that wait until year four before they start taking classes. That would mean they have been doing nothing besides in-district professional development for three or four years. The losses in student achievement would be horrendous if we only tried to improve ourselves once every five years. I also never thought of the cost associated with constantly taking classes. Gone are the days of district reimbursement for classes, so taking classes becomes very expensive. This is especially true of young teachers struggling to keep afloat, not to mention, taking graduate level classes. I know I had a hard time trying to earn my certification while teaching full-time since I did not graduate college with a degree in teaching. I often had a hard time balancing my work, school, and personal life. Thankfully I had a great support system in my family full of teachers. The level of classes is also something Carrie mentioned in her post. I have known less-than dedicated teachers taking classes on Karate and Kayaking to fulfill their credit requirement. In my opinion this is absolute mockery of a system that was designed to allow teachers freedom to enhance their teaching. This selfish behavior in my mind is why the PDP is the best thing for students. Good, reflective teachers will love it, and poor teachers will hate it. Question is…Who needs poor teachers?
One way that the PDP process differs from the 6 credit requirement is that it is directly linked to the Wisconsin teaching standards. Teachers must develop goals that are linked back to these standards. The old system did nothing to help insure that teachers were growing in these areas. Another difference is the self-assessment and goal setting process that is included in the PDP. This helps to guide the growth and development of the teacher. The old system did not require any self reflection or goal setting, thus leaving the teacher to earn credits in any area. A third and major difference is that the PDP is a much more thorough but complicated process. The old system was simple but it did not have the layers of accountability and collaboration. This is one negative that I see because good teachers are usually very busy people and this adds more steps and hoops to jump through. I am not saying it is a bad thing, this is just one of the results of eliminating the old system - more work for the teacher to do.
Unfortunately, Steve, I have heard a lot of complaints from colleagues working on their PDP about the amount of paperwork that it entails. Maybe I have really grumpy friends, or perhaps they are truly slackers, but some mention that it is just a lot of "check off" boxes and other indicate that they don't put a whole lot of effort or thought into much of what they put into their PDP, as it does not seem that anyone really checks it over very thoroughly. I also feel I must comment about how challenging this entire PDP process must be during these tough times in education. I have colleagues that have been laid off by the district and told they will not be brought back, even at part-time status. This being the case, they are in real jeopardy of not being able to complete their PDP if they do not secure full time employment, since they must have 3 years of consecutive full time experience to complete the initial PDP. When a friend of mine called the DPI to inquire about an extension, the person was "shocked" to hear that there were people who might not be able to finish due to a lay off and had no guidance to offer. I don't know offhand what this person's position was, but it was certainly not a very reassuring message for my friend!
Wow--really frustrated! I had my post for this question all done, thought it was posted, and then it disappeared. Aargh! Will do my best to recreate it!
First, the PDP plan is a team effort, involving an administrator, university representative and a peer, all working in collaboration with the teacher to ensure that the goals of the plan are met. Sounds like accountability at its best, and the old adage that "it takes a village to raise a child" apparently applies to raising quality teachers, too. In contrast, the old system was a solitary affair, requiring no effort on the part of the teacher to involve anyone else in the process of professional development. Second, the fact that the PDP is truly a plan sets it apart from the 6 credit model. During the process of creating the plan, the teacher can assess strengths and weaknesses, and identify areas of interest. Through the course of their career, then, they have the opportunity to develop those strengths and alleviate the weaknesses, and find a direction for further study in their area of interest. On the other hand, the 6 credit system could give the motivated teacher the opportunity to add licenses to their certification or develop their skills, but their was no accountability for doing that so many less motivated teachers took the easier routes. Finally, working through the PDP allows the teacher to internalize through reflection the meaning and intent of the teaching standards. Because the teacher is analyzing their own work for evidence of the standards, they come to better understand them and use them as a framework for their teaching. Teachers under the old model were likely given a copy of the standards that were filed away somewhere!
The PDP process is significantly different than that of the six credit process. One difference between the two is that the PDP requires goals to be set by the educator that are directly linked to the standards set by Wisconsin DPI. When the goals are linked to these standards, then all of the milestones along the way will ensure that the efforts made by the teacher in their PDP will benefit the students and the instruction in the classroom. The six credit process holds no requirement as to what the coursework must be about. Teachers can take a variety of courses that may or may not reflect what is best needed for the teacher and their students.
Another difference between the two processes is that the PDP requires the educator to find a goal that directly links to the enhancement of the educator’s classroom and instruction in a variety of methods (not just university credits). In other words, the PDP goes even farther than the DPI standards…the educator must prove why their goal/ standard is relevant to their specific classroom and group of students in a multitude of ways (course work, goal setting, self-reflection, data analysis, etc.). The six credit method however allows the educator to maintain an amount of credits that may or may not reflect what is happening in the educator’s current classroom. The credits are strictly through an accredited university with now allowance for any other format.
Finally, another way the PDP differs from that of the six credit method is that the PDP has strong accountability for how the educator is working to achieve a relevant goal for themselves and their classroom. The PDP requires advisors to review the steps taken towards achieving the goal. The six credit method only asks for proof that the required amount of coursework was taken. They do not review whether or not the coursework was relevant to the teacher and their classroom or how/ if the coursework was implemented in the classroom.
Great minds do think alike and we are all singing the same tune when it comes to justifying the PDP over the 6 credit method. The PDP sets the teacher up to be constantly seeking ways to meet their goals. They become reflective in the day to day operation of their classrooms. They become the masters of their goals which are flexible to change according to the students needs in their classroom. This format is a replica of programs used in the private sectors that have shown to work. But let me put this bug out there, when I worked at Miller Electric and I took classes I would be reimbursed at 100% if passed with a C. But in education if you choose to take a class to help meet a goal the majority of the cost, if not all of it, is coming from your pocket. I do feel very strongly about furthering education and choosing the right classes to further your knowledge. This is Key like Zach pointed out some teachers are taking basket weaving, this is fine if you teach art but what does this bring to a core subject classroom?
WOW, Amy your comments regarding Steve’s post is very intuitive and caused many light bulbs turn on in my old attic. I believe the schools were not fully prepared for this type of recertification. I know we have actual senior teachers who run a course which the teachers with PDP must attend. The senior teachers are coaches who help the new teachers or veteran teachers who have chosen to be on PDP through the whole process. They help set the teachers up with three advisors along with helping them gather appropriate goals and evidences for their PDP. The advisors had to go through a course on PDP themselves so they know how to advise and help the teacher obtain their goals. I don’t know if other schools go through this process, but I feel it is very helpful and meaningful.
1. Linked to a university or college.
ReplyDeletea. The courses taken at 4 year colleges, technical colleges, or 2 year UW colleges are the only courses available that count towards the 6 credit requirement. The PDP is not linked to a university or college, but rather related to goals that are directly related to your classroom.
2. Is not related to earning additional degrees/certifications.
a. The PDP does not count towards the earning of additional degrees or certifications. The goal of the PDP is to find a goal that would directly improve your unique work-related situation. The goal is not to prepare you for professional ascension, but rather to improve the quality of the work you are currently performing.
3. Requires three mentors to sign off on your satisfactory completion.
a. The 6 credit program only asks for transcripts to prove you have satisfied the requirements. In the PDP you are required to have three mentors approve your goal and your findings before you earn a PDP. This ensures that three people have looked over your goals, in contrast to only one professor for a college credit class.
1. When earning credit for renewal it is not important what class you take. The credits earn need to be from an established college or university.
ReplyDeletea.PDP does not require that you take additional classes but some classes help meet the goals that the person has set for themselves.
2. Credit base renewal can get quite costly. The cost may be different depending on what establishment you go through for credits.
b. PDP can be low in cost but is very timely.
3. Your credits are due every five years in order to renew your teacher licence. This means for four years a teacher might not look at what he or she might want to study to help them in their classroom.
c. Every year a teacher on a PDP plan has to update their plan. The plan also is set in place for the new teacher to reflect on the goals and update according to what the need in the classroom at that time.
The PDP involves the critical component of reflection. The learning curve is much higher if the instructor can reflect upon what they have done. This helps the teacher to evaluate the success of what they have done and learn how it could be improved. Great teachers are reflective practitioner s and the PDP fosters this characteristic. The six credit process does not include a reflective component limiting growth in this category.
ReplyDeleteThe PDP evolves. As the instructor develops, analyzes, and evaluates their plan it should be adjusted to ensure the desired outcome is achieved. The PDP is a developing process allowing for variation to achieve the goal. The six credit process is in reality a task rather than a “process”. This task does not evolve to help the instructor improve their trade.
The PDP is data and evidence based. Data drives the process and allows the instructor to see the fruit of their labor. The data serves as evidence of improved practice and provides clarity for plan development. The six credit process does not include useful data for growth or evidence of achievement. The six credit process provides us with two data points. 1. We know six credits were taken in five years. 2. We know they had to be related to teaching. This data cannot be adequately used to improve instruction.
The differences between the PDP and the 6 credit rule stated by Carrie are things I never thought of before. I liked her comment on teachers that wait until year four before they start taking classes. That would mean they have been doing nothing besides in-district professional development for three or four years. The losses in student achievement would be horrendous if we only tried to improve ourselves once every five years. I also never thought of the cost associated with constantly taking classes. Gone are the days of district reimbursement for classes, so taking classes becomes very expensive. This is especially true of young teachers struggling to keep afloat, not to mention, taking graduate level classes. I know I had a hard time trying to earn my certification while teaching full-time since I did not graduate college with a degree in teaching. I often had a hard time balancing my work, school, and personal life. Thankfully I had a great support system in my family full of teachers.
ReplyDeleteThe level of classes is also something Carrie mentioned in her post. I have known less-than dedicated teachers taking classes on Karate and Kayaking to fulfill their credit requirement. In my opinion this is absolute mockery of a system that was designed to allow teachers freedom to enhance their teaching. This selfish behavior in my mind is why the PDP is the best thing for students. Good, reflective teachers will love it, and poor teachers will hate it. Question is…Who needs poor teachers?
One way that the PDP process differs from the 6 credit requirement is that it is directly linked to the Wisconsin teaching standards. Teachers must develop goals that are linked back to these standards. The old system did nothing to help insure that teachers were growing in these areas.
ReplyDeleteAnother difference is the self-assessment and goal setting process that is included in the PDP. This helps to guide the growth and development of the teacher. The old system did not require any self reflection or goal setting, thus leaving the teacher to earn credits in any area.
A third and major difference is that the PDP is a much more thorough but complicated process. The old system was simple but it did not have the layers of accountability and collaboration. This is one negative that I see because good teachers are usually very busy people and this adds more steps and hoops to jump through. I am not saying it is a bad thing, this is just one of the results of eliminating the old system - more work for the teacher to do.
Unfortunately, Steve, I have heard a lot of complaints from colleagues working on their PDP about the amount of paperwork that it entails. Maybe I have really grumpy friends, or perhaps they are truly slackers, but some mention that it is just a lot of "check off" boxes and other indicate that they don't put a whole lot of effort or thought into much of what they put into their PDP, as it does not seem that anyone really checks it over very thoroughly.
ReplyDeleteI also feel I must comment about how challenging this entire PDP process must be during these tough times in education. I have colleagues that have been laid off by the district and told they will not be brought back, even at part-time status. This being the case, they are in real jeopardy of not being able to complete their PDP if they do not secure full time employment, since they must have 3 years of consecutive full time experience to complete the initial PDP. When a friend of mine called the DPI to inquire about an extension, the person was "shocked" to hear that there were people who might not be able to finish due to a lay off and had no guidance to offer. I don't know offhand what this person's position was, but it was certainly not a very reassuring message for my friend!
Wow--really frustrated! I had my post for this question all done, thought it was posted, and then it disappeared. Aargh! Will do my best to recreate it!
ReplyDeleteFirst, the PDP plan is a team effort, involving an administrator, university representative and a peer, all working in collaboration with the teacher to ensure that the goals of the plan are met. Sounds like accountability at its best, and the old adage that "it takes a village to raise a child" apparently applies to raising quality teachers, too. In contrast, the old system was a solitary affair, requiring no effort on the part of the teacher to involve anyone else in the process of professional development.
Second, the fact that the PDP is truly a plan sets it apart from the 6 credit model. During the process of creating the plan, the teacher can assess strengths and weaknesses, and identify areas of interest. Through the course of their career, then, they have the opportunity to develop those strengths and alleviate the weaknesses, and find a direction for further study in their area of interest. On the other hand, the 6 credit system could give the motivated teacher the opportunity to add licenses to their certification or develop their skills, but their was no accountability for doing that so many less motivated teachers took the easier routes.
Finally, working through the PDP allows the teacher to internalize through reflection the meaning and intent of the teaching standards. Because the teacher is analyzing their own work for evidence of the standards, they come to better understand them and use them as a framework for their teaching. Teachers under the old model were likely given a copy of the standards that were filed away somewhere!
The PDP process is significantly different than that of the six credit process. One difference between the two is that the PDP requires goals to be set by the educator that are directly linked to the standards set by Wisconsin DPI. When the goals are linked to these standards, then all of the milestones along the way will ensure that the efforts made by the teacher in their PDP will benefit the students and the instruction in the classroom. The six credit process holds no requirement as to what the coursework must be about. Teachers can take a variety of courses that may or may not reflect what is best needed for the teacher and their students.
ReplyDeleteAnother difference between the two processes is that the PDP requires the educator to find a goal that directly links to the enhancement of the educator’s classroom and instruction in a variety of methods (not just university credits). In other words, the PDP goes even farther than the DPI standards…the educator must prove why their goal/ standard is relevant to their specific classroom and group of students in a multitude of ways (course work, goal setting, self-reflection, data analysis, etc.). The six credit method however allows the educator to maintain an amount of credits that may or may not reflect what is happening in the educator’s current classroom. The credits are strictly through an accredited university with now allowance for any other format.
Finally, another way the PDP differs from that of the six credit method is that the PDP has strong accountability for how the educator is working to achieve a relevant goal for themselves and their classroom. The PDP requires advisors to review the steps taken towards achieving the goal. The six credit method only asks for proof that the required amount of coursework was taken. They do not review whether or not the coursework was relevant to the teacher and their classroom or how/ if the coursework was implemented in the classroom.
Great minds do think alike and we are all singing the same tune when it comes to justifying the PDP over the 6 credit method. The PDP sets the teacher up to be constantly seeking ways to meet their goals. They become reflective in the day to day operation of their classrooms. They become the masters of their goals which are flexible to change according to the students needs in their classroom. This format is a replica of programs used in the private sectors that have shown to work. But let me put this bug out there, when I worked at Miller Electric and I took classes I would be reimbursed at 100% if passed with a C. But in education if you choose to take a class to help meet a goal the majority of the cost, if not all of it, is coming from your pocket. I do feel very strongly about furthering education and choosing the right classes to further your knowledge. This is Key like Zach pointed out some teachers are taking basket weaving, this is fine if you teach art but what does this bring to a core subject classroom?
ReplyDeleteWOW, Amy your comments regarding Steve’s post is very intuitive and caused many light bulbs turn on in my old attic. I believe the schools were not fully prepared for this type of recertification. I know we have actual senior teachers who run a course which the teachers with PDP must attend. The senior teachers are coaches who help the new teachers or veteran teachers who have chosen to be on PDP through the whole process. They help set the teachers up with three advisors along with helping them gather appropriate goals and evidences for their PDP. The advisors had to go through a course on PDP themselves so they know how to advise and help the teacher obtain their goals. I don’t know if other schools go through this process, but I feel it is very helpful and meaningful.
ReplyDelete