Request for Renewal of a Staff Development Proposal

PROFESSIONAL DEVELOPMENT PROPOSAL Madison Metropolitan School District

Course Title: Date: 4/3/2018

Contact Person: Contact Person’s Job Title:

School, Department or Address: Phone:

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STEP 1: GENERAL INFORMATION 1. Eligible Participants:

Administrators All staff All instructional staff All staff at grade(s):

All staff in subject areas: All staff at school(s) Initial Educators

Support staff ESL Special education

Other:

Eligible Non-MMSD Participants: (please explain)

2. Enrollment Limit: Minimum: (Note: Course will be canceled if less than 20 are enrolled one week before the start of the course.) Maximum 3. Instructor(s): 4. Credentials/Certification/Job Title of Instructor(s):

5. Type of professional development opportunity Critical Extended

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Engagement Relationships Learning

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Step 3: Department or Division Please indicate your department and division below:

Business Services: Division Name Superintendent Office: Elementary

Teaching and Learning: Division Name Superintendent Office: Secondary

MSCR: Division Name Superintendent Office: Race/Equity

Student Services: Division Name Superintendent Office: Administrators/Directors

Human Resources: Division Name

Educational Services: Division Name

Government Programs PI34 / Professional Development Last Revised: 04/03/18 03a2c1e4f907a395dee6dc88d8672522.doc - 8 - STEP 4: DESCRIPTION OF PROFESSIONAL DEVELOPMENT OPPORTUNITY Description Provide a concise description of the course. Describe the purpose, learning activities, expectations or products and any other important features.

District In what ways does this program directly relate to a district, school or department priority? Priority

Learning What will participants gain as a result of attending this learning opportunity? (List Standards By Objective Objective.) Teacher: Administrator: Pupil Services: see next page for listings.

Collaboration What opportunities will participants have to collaborate with others?

Reflection What opportunities will participants have to reflect on their practice?

Evidence of What products or plans will participants develop as evidence of links between theory and Learning practice?

Government Programs PI34 / Professional Development Last Revised: 04/03/18 03a2c1e4f907a395dee6dc88d8672522.doc - 9 - STEP 5: LINKS TO WISCONSIN STANDARDS (Select the standards listed in the sections below, which reflect the professional development focus. Each standard must match an objective) Wisconsin Teacher Standards:

1. The teacher understands the central concepts, tools of inquiry, and structures of the disciplines she or he teaches and can create learning experiences that make these aspects of subject matter meaningful for pupils.

2. The teacher understands how children with broad ranges of ability learn and provides instruction that supports their intellectual, social, and personal development.

3. The teacher understands how pupils differ in their approaches to learning and the barriers that impede learning and can adapt instruction to meet the diverse needs of pupils, including those with disabilities and exceptionalities.

4. The teacher understands and uses a variety of instructional strategies, including the use of technology, to encourage children’s development of critical thinking, problem solving and performance skills.

5. The teacher uses an understanding of individual and group motivation and behavior to create a learning environment that encourages positive social interaction, active engagement in learning, and self-motivation.

6. The teacher uses effective verbal and nonverbal communication techniques as well as instructional media and technology to foster active inquiry, collaboration, and supportive interaction in the classroom.

7. The teacher organizes and plans systematic instruction based upon knowledge of subject matter, pupils, the community, and curriculum goals.

8. The teacher understands and uses formal and informal assessment strategies to evaluate and ensure the continuous intellectual, social, and physical development of the pupil.

9. The teacher is a reflective practitioner who continually evaluates the effects of his or her choices and actions on pupils, parents, professionals in the learning community and others and who actively seeks out opportunities to grow professionally. 10.

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1. The pupil services professional understands the teacher standards under s. Pl 34.02.

2. The pupil services professional understands the complexities of learning and knowledge of comprehensive, coordinated practice strategies that support pupil learning, health, safety and development.

3. The pupil services professional has the ability to use research, research methods and knowledge about issues and trends to improve practice in schools and classrooms.

4. The pupil services professional understands and represents professional ethics and social behaviors appropriate for school and community.

5. The pupil services professional understands the organization, development, management and content of collaborative and mutually supportive pupil services programs within educational settings.

6. The pupil services professional is able to address comprehensively the wide range of social, emotional, behavioral and physical issues and circumstances which may limit pupils’ abilities to achieve positive learning outcomes through development, implementation and evaluation of system-wide interventions and strategies. 7.

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1. The administrator has an understanding of and demonstrates competence in the teacher standards under s. Pl 34.02.

2. The administrator leads by facilitating the development; articulation, implementation and stewardship of a vision of learning that is shared by the school community.

3. The administrator manages by advocating, nurturing and sustaining a school culture and instructional program conducive to pupil learning and staff professional development.

4. The administrator ensures management of the organization, operations, finances and resources for a safe, efficient and effective learning environment.

5. The administrator models collaborating with families and community members, responding to diverse community interests and needs, and mobilizing community resources.

6. The administrator acts with integrity, fairness and in an ethical manner. 7.

(Page 2 of 4)

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STEP 7: CREDIT INFORMATION Please check the type of credit/hours requested:

MMSD Professional Advancement Credit (PAC) ONLY (non-contracted time)  The total hours may include both face-to-face instruction and extended assignments.  The course must occur during non-contract time, and participants may not receive extended employment payment.

INDICATE THE NUMBER OF PAC CREDITS REQUESTED: (One Professional Development PAC credit equals 10 hours.)

Professional Development Hours Contributing to the Professional Development Plan (PDP) (Choose this option if the proposal does not qualify for PAC)  The program is offered during paid contract time  The program is supported by funding that allows participants to receive extended employment for the course.  The proposal involves face-to-face instruction and extended assignments.

Have arrangements for University Credit been made for this course? Yes No If yes, which university/college? How many credits? University/College Department University/College Contact Person University/College contact number ( ) -

Have arrangements for extended employment been made for this course through your Department/School?

Yes No If yes, identify account code: . . . . .

STEP 8: FEES

District sponsored courses do not typically charge a fee. Schools or departments are expected to plan for such expenses during the previous budget cycle. For information about conditions under which fees are charged, contact 663-5266. NOTE: Fees for programs provided by external agencies are set at the discretion of the provider.

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Times: Number of Participants MINIMUM Minimum: REQUIREMENT OF 20 Number of Participants Maximum: Hours: Number of MMSD/PAC (Do not include meal breaks Credits: unless combined with instruction) Location: Number of Extended Employment Hours:

Instructor(s): Number of University Credits: Fee: Number of Hours: (If Comment: Professional Development Hours Only) Wisconsin Teacher Standards Wisconsin Pupil Standards Wisconsin Administrator Standards (list by number) (list by number) (list by number)

STEP 10: PUBLICITY

Select one: Advertise to all district staff on the Professional Development web site. Attach description to be used on web site registration page.

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Send completed course proposal to: Marsha Tortorice, Program Assistant: Government Programs PI34/Professional Development, Doyle Administration Building, 545 West Dayton Street Room 213, Madison, WI 53703-1995 Phone: 608-663-4955 Fax: 608-442-0662

For further information, call (608) 663-5266.

______Director of Government Programs/PI34 Professional Development Signature and Date Approved

Government Programs PI34 / Professional Development Last Revised: 04/03/18 03a2c1e4f907a395dee6dc88d8672522.doc - 20 - STANDARDIZATION OF PROFESSIONAL DEVELOPMENT COURSES Fall 2004

SUPPLEMENTAL

CORE-EXTENDED

CORE - CRITICAL

Core Courses - Critical:  Definition: learning opportunities focused on knowledge and strategies critical to the implementation of best practices in a given subject/content area for initial educators within their first three years in the district. These courses address the critical competencies for staff in the district.  Proposal Development: a single proposal serves as the course descriptor over multiple years  Credit Available: PAC and some courses may be considered for UW credit approval  Course Formats: If content is extensive, consider a series of leveled courses that build upon each other. Think about courses that may be introductory (L1), intermediate (L2), or advanced (L3)  Participant Guidelines: may not repeat a leveled course, must take next level in the series

Core Courses - Extended:  Definition: learning opportunities that provide ways to enrich or extend core knowledge in a given subject/content area for initial educators in the district or those who have not taken the course previously  Proposal Development: a single proposal serves as the course descriptor over multiple years, written in generic terms to emphasize current readings or topics in a subject/content area  Credit Available PAC and some may be considered for UW credit approval  Course Formats: consider courses such as “[subject area] Book Study Group: ______” [titles change, course proposal stays the same], “Special Topics in [subject area]:______” [topic names change]”  Participant Guidelines: a course may be repeated if the content is different, such as a change in book title or the topic of study.

Supplemental:  Definition: learning opportunities offered on an occasional or one-time basis that meet a specific need unique to a group, and that do not fit with basic courses already developed.  Proposal Development: a new course proposal is written each time  Credit Available: PAC only.  Course Formats: no specifics required  Participant Guidelines: may not repeat a course if offered previously

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