1.  Seminar Outline 

(a) using instructional strategies that make the learning meaningful and show positive impact on student learning

(b) using a variety of assessment strategies and data to improve instruction

(c) using appropriate classroom management principles, processes, and practices to foster a safe, positive, student-focused learning environment

(d) designing and/or adapting challenging curriculum that is based on the diverse needs of each student

(e) demonstrating cultural sensitivity in teaching and in relationships with students, families, and community members

(f) integrating technology into instruction and assessment

(g) informing, involving, and collaborating with families and community members as partners in each student’s educational process, including using information about student achievement and performance

II. Professional Development:

(a) evaluating the effects of his/her teaching through feedback and reflection

(b) using professional standards and district criteria to assess professional performance, and plan and implement appropriate growth activities

(c) remaining current in subject area(s), theories, practice, research, and ethical practice

 III. Professional Contributions:

(a) advocating for curriculum, instruction, and learning environments that meet the diverse needs of each student

(b) participating collaboratively in school improvement activities and contributing to collegial decision-making  

·   Complete a Personal Capacity Worksheet ( word ) ( pdf ) and use the results during the selection of Professional Growth Plan ( word ).

·   Create a Professional Growth Team ( word ) ( pdf ).

·   Develop a Professional Growth Plan ( word ) ( pdf ) (PGP) in collaboration with the Professional Growth Team. The plan must include three to five objectives that focus on Professional Certificate criteria relevant to your specific teaching assignment.

·   Write a Student Learning Context Profile ( word ) ( pdf ) that describes current teaching environment, current student strengths and unique learning needs, desired characteristics of the environment, the school and community at-large, and goals/potential challenges related to the development of the desired classroom environment.

·   Participate in discussions about the professional literature base that supports professional practice represented in the Professional Certificate Criteria ( word ) ( pdf ).

Current and archived reports from this periodical will be a major source of information during seminar discussions about research underlying professional practice. Candidates should read and be prepared to discuss at least one on-topic article published in on Leadership for each criterion scheduled for discussion at each seminar. A list of criteria that will be discussed in each seminar follows in the course outline. The criteria may be introduced out of alphabetical sequence, so be sure to consult the outline.

2. The Office of the Superintendent of Public Instruction’s on-line Professional Certificate Handbook is available at: http://www.k12.wa.us/Certification/ProfEd/handbook.aspx    

2.   Develop a Professional Growth Plan ( word ) that focuses on three-to-five criteria as agreed upon by the Professional Growth Team ( word ) and with consideration of your school district’s School Improvement Program, strategic plan, the results of your Personal Capacity Worksheet ( word ) and your own professional development goals. Goals on your Professional Growth Plan will be re-visited as you select elective coursework in the core component of this program and again when you report on your progress in the Culminating Seminar.

a.  Create a Professional Growth Team ( word ) no later than the fourth seminar meeting. The team will collaborate in the development of the Professional Growth Plan ( word ) and must consist of:

·   A District Representative – principal, Professional Development Director, or other administrator who understands the goals of the school district

·   A Representative from the University – may be your seminar instructor

·   You, the Candidate and

·   A Colleague (Advocate) who understands the expectations of your teaching assignment..

3.   Complete the initial stages of a Professional Growth Record ( word ) 

Note: The plan must be submitted to your instructor on a State of Washington Professional Growth Plan ( word ) form.    

Professional development is a continuum spanning an educator’s entire career. The Professional Certificate component of the continuum asks that you think about professional practice in your current teaching assignment with a special emphasis on what you do that makes a positive impact on student learning. Professional Certificate Standards and Criteria are not about elegant teacher presentation styles – they are about providing evidence that your students have the skills and knowledge necessary to be efficient and continuous learners.

In this seminar, you will review three Professional Certificate Standards, twelve criteria and the supporting professional literature. As each criterion in Standard One is introduced you’ll be asked to consider these two essential questions:

·   What clear and convincing student evidence (not teacher evidence!) would verify that students have benefited from your mastery of this criterion?

·   What implications does this criterion have for your personal professional practice?

In Standards Two and Three you are asked to consider:

·   What clear and convincing teacher evidence would verify that your students, your school district, and you personally have benefited from mastery of the criteria?

·   What implications do these criteria have for your personal professional development now and in the future?    

1.  A second missed class will require finding and participating in a minimum 3-hour training related to the content missed during the second class and follow-up conversation with an instructor to discuss the training.

·   Explanation of Professional Certificate sequence, overview, standards, criteria, and seminar outcomes (State Link ( Word )

·   Standard II Professional Development

·   II. (b) Using Professional standards and  district criteria to assess  professional performance, and  plan and implement appropriate  growth activities

·   Review of the Descriptors of Practice ( word ) and c ompletion of the Personal Capacity Worksheet ( word ) and reflection on current personal professional practice

·   Student Learning Context ( Word )

  Rubric ( Word ) NEW 12-11-07

o   Model

o   Brainstorm

o   Partner & share

·   Registration and paperwork

·   What is the value of professional literature in a busy day-to-day professional practice schedule?

Homework Read

Seven Practices by O’Connor & McTighe ( word )  

I. (b) Using a variety of assessment strategies and data to monitor and improve instruction;

·   What clear and convincing student evidence would verify that students have benefited from your mastery of this criterion?

·   What implications does this criterion have for your personal professional practice?

Homework Read

·   Guiding the Innate Constructivist by Caine, Caine, and McClintic (word)

Draft

§   Assessment Professional Growth Plan Goal

§   Student Learning Context

2.  Relationship between Pre-Assessment Growth Plan goals and Core Seminar elective credits  

Examine the Descriptors of Practice ( word ) for this criterion and then discuss:

·   What clear and convincing student evidence would verify that students have benefited from your mastery of this criterion?

·   What implications does this criterion have for your personal professional practice?

 

Homework Read

·   Guiding the Innate Constructivist by Caine, Caine, and McClintic (word)

Draft

·   Assessment Professional Growth Plan Goal

·   Student Learning Context

I. (a) Using instructional strategies that make learning meaningful and show positive impact on student learning;

I. (d) Designing and/or adapting challenging curriculum that is based on the diverse needs of each student;

Standard II Professional Development

II. (c)  Remaining current in subject area(s), theories, practice, research, and ethical practice

·   What clear and convincing student evidence would verify that students have benefited from your mastery of this criterion?

·   What implications does this criterion have for your personal professional practice?

Homework Read

The Key to Classroom Management by Marzano and Marzano (from Educational Leadership, September 2003)

Revise

§   Student Learning Context

I. (g)  Informing, involving, and collaborating with families and community members as partners in each student’s educational process, including using information about student achievement and performance

 

Advance Track Work Session

§   Growth Team Members Named

§   Goals to Focus On

§   Inquiry Project Ideas  

·   What clear and convincing student evidence would verify that students have benefited from your mastery of this criterion?

·   What implications does this criterion have for your personal professional practice?

Homework Reading

 

Draft goals

Review of criteria 1(a), 1(b), 1(c), 1(d), 1(f), 1(g), 2(c)

Mid-Term Evaluation

Advance Track Work Session

(Professional Growth Plan Drafts Due)  

·   What clear and convincing student evidence would verify that students have benefited from your mastery of this criterion?

·   What implications does this criterion have for your personal professional practice?

Homework Reading

Draft goals    

I. (g)  Informing, involving, and collaborating with families and community members as partners in each student’s educational process, including information about student achievement and performance.

Standard III : Professional Contributions

III. (a)  Advocating for curriculum, instruction, and learning environments that meet the diverse needs of each student; and

Advance Track Work Session

§   Inquiry Project Design

§   Professional Growth Plan “At Standard”  

·   What clear and convincing student evidence would verify that students have benefited from your mastery of this criterion?

·   What implications does this criterion have for your personal professional practice?

 

Homework Reading

 

Draft goals    

Standard II Professional Development

II. (a)  Evaluating the effects of his/her teaching through feedback and reflection;  

Standard III : Professional Contributions

III. (b)  Participating collaboratively in school improvement activities and contributing to collegial decision making

·   What clear and convincing student evidence would verify that students have benefited from your mastery of this criterion?

·   What implications does this criterion have for your personal professional practice?

 

Homework Reading

 

Revise PGP as needed

·   What clear and convincing student evidence would verify that students have benefited from your mastery of this criterion?

·   What implications does this criterion have for your personal professional practice?  

 

Homework Reading

 

Revise PGP as needed

   

·   What is your plan for continuing your professional certification?

·   What implications does that have for your next steps? Summer? Next Year?

·   What further support do you need from Western or Everett Public Schools?