mentoring and professional development Continued from page 42
your PDP to your team for verification, make sure that you have filled in all completion dates of your objectives and activities, you have written three annual reviews and chosen three to five pieces of evidence that verify your professional growth and student learning over time.
A Final Note About Collecting Evidence for Your PDP Collecting evidence of professional growth and its effect on student learning has been challenging for many initial and professional educators. Therefore, be intentional when gathering it and collect both direct and indirect evidence.
Direct evidence is clear and compelling evidence of “what” changes you have made in your professional practices or what new knowledge and skills you have acquired. Direct evidence can include observations by others focusing on your growth undertaken systematically, a portfolio of lesson plans over time with reflections and/or video clips of your teaching over time. Direct evidence of student learning is clear and compelling of “what” students are learning or doing differently. Scores on tests, samples of projects, performances scored using ru- brics and observations of student behavior undertaken systemically are examples of direct evidence (Suskie, 2009).
Indirect evidence involves evidence that demonstrates you have probably changed your professional practice or acquired new knowledge and skills but how much and what you learned is less clear. Student sur- vey results about your teaching, scores on evaluations by administrators, or a journal of reflections by you about your growth are all examples of indirect evidence. Indirect evidence of student learning is evidence that students are probably learn- ing but exactly what and how much they are learning is less clear. Course grades, assignment grades if not accompanied by a rubric or scoring guide, survey results from students, and survey results by other teachers are examples of indirect evidence (Suskie, 2009).
Wisconsin School Musician 47
The original intent of the PDP was to allow educators to focus on continuous professional growth and improve student learning as a result. The PDP is not only a vehicle for license renewal, but it’s an opportunity to reflect on how you have grown as a music educator! While the process may seem daunting it is well worth your efforts.
Reference:
Suskie, L. (2009). Assessing Student Learning: A Common Sense Guide (2nd
ed.). San Francisco: Jossey-Bass.
Jill Prushiek is interim associate dean for the College of Education and Human Sciences, UW-Eau Claire. Email:
prushijt@uwec.edu
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