Educational Administration Artifact Reflection

Artifact Title: Professional Development Plan (PDP)

Date of Experience Completed: June 2011 to June 2016
Artifact Description:
My artifact is a copy of my Professional Development Plan (PDP) created
through www.qei.org. The PDP contains annual self-reflections, current
school district demographics, a professional goal and rationale, goal
objectives, objective activities, goal evidence, and goal assessment. I am in
the fourth year of my Wisconsin Department of Public Instruction initial
educators license, of which requires a PDP every five years for license
renewal. Thus far, three self-reflections, demographics, a professional goal
and rationale, several goal objectives, and several objective activities have
been written into the document. To finalize the PDP, the evidence,
assessment(s), and final reflection will be written and reviewed before June
of 2016.
Wisconsin Administrator Standard Alignment:
This Professional Development Plan (PDP) best aligns with Wisconsin
Administrator Standard 1.9 which states: The teacher is a reflective
practitioner who continually evaluates the effects of her choices and actions
on others (students, parents, and other professionals in the learning
community) and who actively seeks out opportunities to grow professionally.
This Professional Development Plan (PDP) best aligns with Standard 1.9
because it demonstrates awareness of major areas of research on teaching
and of resources available for professional learning, such as professional
literature, colleagues, professional associations, and professional
development activities. Evidence of this is shown on pages five through
eight of the artifact. Throughout these pages, professional objectives and
activities are listed, such as attending a university for course credits,
collaborating with veteran co-workers, and participating in professional
development opportunities. Collaborating with professionals and seeking out
opportunities is an important method of educator development. This PDP
also aligns with Standard 1.9 because it demonstrates value in critical
thinking and self-directed learning as a habit of mind, commitment to
reflection, assessment, and learning as an ongoing process, and willingness
to give and receive help. The PDP process is an ongoing, five-year process
which involves yearly self-reflections, evidence, and assessment. The
process does not end after five years, because the Wisconsin DPI requires a
five-year PDP for license renewal. The PDP demonstrates willingness to
receive help as shown on pages two and five through eight of the artifact.

Page two lists professionals asked to collaborate on the creation and

finalization of the PDP. Pages five through eight list veteran, professional
educators sought out for advice, assistance, ideas, and criticism. Finally,
alignment with Standard 1.9 is demonstrated through evidence of drawing
upon professional colleagues within the school and other professional areas
as supports for reflection, problem-solving, new ideas, sharing experiences,
seeking feedback, and giving feedback. Again, evidence of seeking out and
drawing upon colleagues is demonstrated throughout the artifact. Sharon
Gauger, a special education teacher in Wausau, Wisconsin, Denise Wellnitz,
the superintendent of the Darlington Community Schools, and David Allen, a
PI 34 Coordinator/CESA 6 Effectiveness Project Coach are professionals asked
to be a participant of the PDP process. They support drafting and reflecting
through giving feedback on problem-solving and new ideas.
What I learned about administration/teaching/learning from this
experience:
As an educator, this Professional Development Plan (PDP) process has taught
me that self-reflection is an ongoing process that should occur more than just
professionally. Professional and personal self-reflection should not be done
simply because someone said so. Individuals need to take initiative in their
own self-reflection. For example, I have been required throughout 21 years
of schooling to self-reflect on papers, projects, etc. Most recently, I have
been required to self-reflect during two rounds of student teaching and three
professional teaching portfolios. While these tasks seem daunting, it has
been a beneficial experience to sit back, analyze, and write about strengths,
weaknesses, likes, dislikes, etc. I have an opportunity to learn from others
during this process. I consider their advice and critiques as I enter into selfreflection. I have the privilege of recognizing and reflecting upon my
professional successes and failures. To me, professional reflection is
important as an educator because the more I learn, the more the students
learn. However, personal reflection is just as important as professional
reflection. I think it is important to self-reflection on my beliefs, actions, and
thoughts. I find that my personal reflections are involved more in the
professional life than my professional reflections are involved in my personal
life. I like to think my thoughts, beliefs, and actions will guide me through
anything. During either professional self-reflection or personal selfreflection, it is imperative to see and understand the big picture.
What I learned about myself as a prospective administrator as a
result of this artifact:
As a prospective administrator, this Professional Development Plan (PDP)
taught me there is a difference between unrequired self-reflection and
required self-reflection. I envision unrequired self-reflection as individuals,

without being asked, taking sincere initiative in their own professional and
personal development. No one asks them to reflection on practices, beliefs,
thoughts, and actions. The individual does it simply to be a better all-around
person. Required self-reflection can look much differently. This type of
reflection occurs because it has been asked of the individual. Occasionally
when this occurs, the individual simply goes through the motions of
completing the task without taking the time to truly make changes or
celebrate the victories. I do not believe I would ever require my staff
members to frequently and formally self-reflect on their teaching practices as
an assignment. I would simply expect them to informally self-reflection
after each lesson or each day.