REQUEST FOR RENEWAL OF A PROFESSIONAL DEVELOPMENT PROPOSAL

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					REQUEST FOR RENEWAL OF A PROFESSIONAL DEVELOPMENT PROPOSAL Madison Metropolitan School District
Course Title: Contact Person: School, Department or Address: MMSD Staff Member Date: Contact Person’s Job Title: Phone: Non-MMSD Staff Member (Non-MMSD staff must have the approval of a sponsoring MMSD administrator)

Type of professional development opportunity Critical Extended Supplemental *Core courses are standardized, sequential and repeated offerings that reflect critical knowledge/practices in a content area. Please see page 4 for explanation of each and/or for more information, contact 663-5266.

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

Do not advertise. (Registration will be kept by you and an attendance record will need to be completed for hours to be tracked.) Note: Please submit a copy of any independently developed brochures or flyers prior to distribution to:
Select Government Programs PI34/Professional Development, Doyle Administration Building, 545 W. Dayton Street Room 213 Madison WI 53703-1995, so that credit and course information can be verified.

COURSE LOGISTICS Web page description of course:
Attach description to be used on web site registration page. Dates: (Please provide specific dates, even if course meets monthly.) Times: Eligible Participants:

Number of Participants Minimum: Number of Participants Maximum:

MINIMUM REQUIREMENT OF 20

Hours:
(Do not include meal breaks unless combined with instruction)

Number of MMSD/PAC Credits: Number of Extended Employment Hours: Number of University Credits: Number of Hours: (If Professional Development Hours Only)

Location:

Instructor(s): Fee: Comment:

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Wisconsin Standards (List by number, each standard must match an objective. See page 3 for a list of standards.) Verify and reiterate your Standards and Objectives have not changed from your previous proposal.

Wisconsin Teacher Standards (list by number, per objective)
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Wisconsin Pupil Standards (list by number, per objective)
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Wisconsin Administrator Standards (list by number, per objective)
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Please indicate your department and division below:
Business Services: Division Name Teaching and Learning: Division Name MSCR: Division Name Student Services: Division Name Human Resources: Division Name Educational Services: Division Name Superintendent Office: Elementary Superintendent Office: Secondary Superintendent Office: Race/Equity Superintendent Office: Administrators/Directors

Signature required or your proposal will be returned.
_____________________________________ Principal Signature (School-based offerings) _____________________________________ Central Office Administrator Signature (District-wide offerings)

Send completed course proposal to: Diane Blum, 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 or email jallen@madison.k12.wi.us .

______________________________________________________ ___ Director of Government Programs/PI34 Professional Development Signature and Date Approved

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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. The teacher fosters relationships with school colleagues, parents and agencies in the larger community to support pupil learning and well being and acts with integrity, fairness and in an ethical manner. WISCONSIN PUPIL SERVICES STANDARDS Wisconsin Pupil Services Standards: 1. 2. 3. 4. 5. 6. The pupil services professional understands the teacher standards under s. Pl 34.02. The pupil services professional understands the complexities of learning and knowledge of comprehensive, coordinated practice strategies that support pupil learning, health, safety and development. 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. The pupil services professional understands and represents professional ethics and social behaviors appropriate for school and community. The pupil services professional understands the organization, development, management and content of collaborative and mutually supportive pupil services programs within educational settings. 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. The pupil services professional interacts successfully with pupils, parents, professional educators, employers and community support systems such as juvenile justice, public health, human services and adult education.

7.

WISCONSIN ADMINISTRATOR STANDARDS Wisconsin Administrator Standards: 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. The administrator understands, responds to and interacts with the larger political, social, economic, legal and cultural context that affects schooling.

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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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