Washington State’s Professional Certification

The Big Picture The Big Picture (reminder : )(reminder : )

Everett Public Schools Everett Public Schools Pre-Assessment SeminarPre-Assessment Seminar

2008-092008-09

The Vision of Washington State Professional Certification is to provide:

The Professional Certificate (ProCert)The Professional Certificate (ProCert)

is designed to help teachers is designed to help teachers demonstrate they have a demonstrate they have a

positive impact on student learning. positive impact on student learning.

individualizedindividualizedclassroom-basedclassroom-based

focuses on:focuses on:increased skills toincreased skills to

impact student learning impact student learning

Teacher Certification Teacher Certification Medical Model Medical Model

VocabularyVocabulary

PastPast PresentPresent

Student Teaching Student Teaching InternshipInternship

Initial teaching certificate Initial teaching certificate ResidencyResidency

Continuing Certificate Continuing Certificate ProfessionalProfessionalCertificateCertificate

ProCert Standards

Effective TeachingEffective Teaching Professional DevelopmentProfessional Development Professional ContributionsProfessional Contributions

12 criteria in 3 Standards (WAC 181-78A-540)

PGPs (Professional Growth Plans)and Certification

Organized around the certification Organized around the certification standardsstandards and and criteriacriteria

Typically teachers develop plans for 3-5 of Typically teachers develop plans for 3-5 of the criteriathe criteria

Columns of standardsStandard 1Effective TeachingThe knowledge and skills for effective teaching which

ensure student learning by:

Standard 2Professional

DevelopmentThe knowledge and skills for

professional development by:

Standard 3Professional Contributions

Contributions to the improvement of the school,

community, and the professions by:

1 (a) Using instructional strategies that make learning meaningful and show positive impact on student learning;

1 (b) Using a variety of assessment strategies and data to monitor and improve instruction;

1 (c) Using appropriate classroom management principles, processes and practices to foster a safe, positive, student-focused learning environment;

1(d) Designing and/or adapting challenging curriculum that is based on the diverse needs of each student;

1(e) Demonstrating cultural sensitivity in teaching and in relationships with students, families and community members;

1(f) Integrating technology into instruction and assessment; and

1(g) Informing, involving, and collaborating with families and community members as partners in each student’s educational process, including information about student achievement and performance.

2 (a) Evaluating the effects of his/her teaching through feedback and reflection;

2 (b) Using professional standards and district criteria to assess professional performance, and plan and implement appropriate growth activities; and

2 (c) Remaining current in subject area(s), theories, practice, research, and ethical practice.

3 (a) Advocating for curriculum, instruction, and learning environments that meet the diverse needs of each student; and

3 (b) Participating collaboratively in school improvement activities and contributing to collegial decision making.

PGP Components (goals)

1.1. Professional Growth-Area of FocusProfessional Growth-Area of Focus

2.2. Rationale for Choosing this GoalRationale for Choosing this Goal

3.3. Identify Your New LearningIdentify Your New Learning

4.4. Timeline for Proposed ActivitiesTimeline for Proposed Activities

5.5. Plan for Documenting Your GrowthPlan for Documenting Your Growth

TODAY - Standards 2 & 3

Standard 2:Standard 2: Focus on your learningFocus on your learning

Standard 3:Standard 3: Focus on broader educational communityFocus on broader educational community