Transcript Wisconsin Personnel Development Model

Wisconsin Personnel
Development System Grant
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your WPDM Guide. Your narrator is Kathy Laffin.
The WPDM Guide

Guide development funded by the Department of Education
State Personnel Development Grant Funds (SPDG)
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Wisconsin Personnel Development Model (WPDM)
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Model designed to provide professional development
activities that improve the knowledge and skills of service
providers by the delivery of effective, sustained, and
outcome based personnel development.

REACh Initiative supports the process as the professional
development component of the REACh framework.
The REACh Vision
. . to help Wisconsin schools establish
and sustain the capacity to make
systemic improvement needed to reduce
barriers to learning and enable all
students to experience success,
including students with disabilities.
Expected Outcomes

Improved student achievement and reduced
achievement gaps
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Reduced behavior concerns/disciplinary actions
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Improved referral to special education placement
rates
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Increased graduation rates of students with
disabilities
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Increased local capacity to address issues of
disproportionality
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Increased capacity of all educators to address the
needs of students at risk for failure
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Increased number of families meaningfully
participating in the problem-solving process
Vision (what responsive schools look like), Context (who/where), Process (how),
and Content (what components responsive schools implement).
Shared Vision
& Commitment
Universal
Data
Collection
Implementation
options
community
Data
Analysis
community
Selected
Planning
options
district
district
school
school
Targeted
options
classrm
classrm
student
family
Needs
Identification &
Prioritization
(strategy/
indicators)
Capacity
Ensuring
Sustainability
Making
Informed
Decisions
Adopting
processes
Building
REACh Framework Components
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Shared vision and commitment (Prevention Focus)
Administrative leadership and support
Environment of collaboration
Resource mapping
Collaborative procedure for responding to individual
needs
Evidence-based prevention and intervention
Student progress monitoring system
Data-based decision-making
Professional development and support
Family and community involvement
WPDM Guide–Overview
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Part 1: Strategic Overview
Part 2: What is Professional Development
Part 3: Wisconsin Personnel Development
Model
Part 4: Components of the Wisconsin Model –
Steps One Through Seven
Appendices
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Glossary
Tools
Rubric
Wisconsin Educator Standards
Cyclical – Organized into 3 Areas
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Seven Steps of professional development
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Training components
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Data-driven school improvement process
Wisconsin Personnel Development Model
(Adapted from the Iowa Professional Development Model)
Seven Steps
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Collecting and Analyzing Data
Goal Setting for Student learning
Selecting Content
Designing Action Plans for PD/Training and
Learning Opportunities
Collaboration and Implementation
Ongoing Data Collection and Analysis-Formative
Evaluation
Program Assessment-Summative Evaluation
Training Components
Theory
 Demonstration
 Practice
 Feedback
 In-situation Coaching
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Data-Driven School Improvement
Process Incorporating…
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Needs identification and prioritization
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Action plans consisting of strategies and
indicators of progress
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Implementation
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Data collection and analysis
Implementation Strategies
for Each Step
Overview
 Guiding Principles
 Strategies for Educators and Families
 Ask Yourself
 Example
 Rate Yourself- Rubric
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Overview
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Research Based Information
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Rationale
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Characteristics of the step
Guiding Principles
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Focus on Learning-Prevention &
Intervention
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Shared Vision and Collaborative Decision
Making
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Commitment to Continuous Improvement
with a Results Orientation
Strategies
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Educators-Implementation
-Strategies for educators to consider as they implement
the step
Example: Members work together to clarify exactly
what students must learn
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Families - Involvement
-Strategies for districts/schools/community agencies to
use in order to involve parents in the step
Example: Communicate the results of data analysis
to families and encourage their questions.
Ask Yourself
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Guiding questions for a leadership team to
use as they collaborate, building shared
knowledge and preparing to implement
the step.
Example: “What do the trend lines in
student performance data suggest about the
effectiveness of current professional
development initiatives?”
Example

An example of how different schools have
approached the step-bridging knowledge
with application.
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In some cases the action planning question is
used and then information is given on what the
school did to address the particular step.
In some cases the information focuses on what
a school could do to address the step.
Rate Yourself
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A rubric is provided for each step.
- A district/school/community agency rates
themselves on a scale of 4-1 (4 being fully
implemented and 1 intensive technical
assistance needed) after reviewing information
listed for each rating.
- Evidence is provided to support the rating
Descriptor 2: Goals and the PD
Target are aligned with data.
4
Analysis includes
the general
population as
well as findings
and implications
for all subgroups
represented in
the district.
3
Analysis
includes
findings and
implications
for some, but
not all,
subgroups
represented
in the district.
2
Analysis
reported in
nonspecific
terms so that
conclusions
about needs
are difficult to
make.
1
There is no
analysis,
only scores
are
provided.
Additional Resources
References
 Glossary
 Tools and Resources
 Wisconsin Educator Standards
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Reflection
Think about what
parts of the
Wisconsin
Personnel
Development
Cycle your district
is implementing!