PROFFESSIONAL EDUCATOR

Establishing the Professional Learning Plan (PLP) The Professional Learning Plan (PLP) is a plan created by individual APPEL programs, for each educator in the APPEL program. They are designed to help educators in the APPEL Program meet all the requirements for a professional license. Candidate Initial Evaluation Every APPEL candidate’s files should be reviewed initially to identify content and pedagogical competencies already met by the candidate. The Pedagogy Consultant reviews official transcripts, MIDAS transcripts, collects course descriptions for all pedagogy coursework to detail which competencies are met. Content Consultant reviews official transcripts, MIDAS transcripts, and Endorsement forms, collecting course descriptions for all content and methods coursework. They consult with USBE specialists as needed. The Plan Writer uses the information provided by the Pedagogy Consultant and the Content Consultant to create a draft Professional Learning Plan (PLP) for each candidate. The draft PLP should be established no later than thirty days after the candidate is admitted into the APPEL program. Initial Consultation An initial consultation meeting is held between the candidate and their designated APPEL Support Team, which should include the Program Director (or designated team member), the building administrator or candidate’s evaluator, and mentor-educator. The following is an example of an initial meeting: ● The candidate is presented with the draft PLP ● The APPEL Support Team discusses the contents of the PLP with the candidate, including what requirements have been met and what requirements still need to be met ● The team establishes a proposed timeline for when requirements will be met ● The APPEL Support Team shares how they will support the candidate in meeting the requirements by the proposed timeline. The Professional Learning Plan (PLP) USBE has provided Professional License Plan (PLP) templates for Elementary/Early Childhood and Secondary/CTE license areas. The PLP template includes all requirements from Board Rule, including General Teacher Preparation, Content Knowledge and Pedagogy, Clinical Experience Competencies and UETS evaluations, and the Pedagogical Performance Assessment. For the Secondary and CTE License Areas, the Content Knowledge and Pedagogy requirements are defined on the respective endorsement form. Endorsement forms should be used and incorporated as part of the candidate’s file and are an important part of the candidate’s PLP. APPEL programs may use the PLP Templates USBE has provided or they may design their own PLPs. If the program designs their own PLPs, the following elements need to be in the PLP: 9 a. A checklist of completing general pedagogy, content, clinical, and PPA requirements b. Information on when/where their bachelor’s degree was earned & degree major; or CTE Industry equivalence c. Date of admittance into program d. Date PLP was established e. Date of initial consultation f. Date of program completion g. Signature from candidate, mentor, principal or evaluator, program director, others as appropriate verifying PLP is complete Additional Consultation Meetings Additional consultation meetings may be held mid-year and end of year. Regular progress meetings with the candidate, Program Director, Progress Monitor, school administrator and mentor-educator(s) are conducted to ensure the candidate is progressing through the PLP according to the proposed PLP timeline. All candidates must have at least one consultation meeting a year with their APPEL support team. Utah Professional Educator License Requirements An educator preparation program shall demonstrate how it will ensure participants are prepared to meet the Utah Effective Teaching Standards (UETS), have met the competencies required in all applicable Board Rules, and have sufficiently demonstrated the ability to work in the applicable license area and subject area (R277-303-4). The educator competencies and licensing requirements for the early childhood, elementary, secondary and CTE license areas are outlined in Board Rule R277-304 and include requirements in four main areas: ● General Teacher Preparation ● Content Knowledge & Pedagogy ● Clinical Experience Competency & Dispositions ● Pedagogical Performance Assessment This section outlines all professional licensure requirements and educator competencies defined in Board Rule and provides guidance on how APPEL programs will document how each candidate has met the competencies and licensure requirement. General Teacher Preparation The General Teacher Preparation competencies are outlined in R277-304-4 and have traditionally been met by completing general pedagogy coursework. General Pedagogy courses may be offered through an approved Utah university or an APPEL program. Programs may choose to address General Teacher Preparation competencies in multiple courses or in one large course. If an APPEL program chooses to create and administer courses designed to meet educator competencies, these courses must be 10 reviewed and approved by USBE Licensing Staff prior to implementation in the APPEL program. The General Teacher Preparation competencies have generally been organized into the following five courses: Instruction, Technology, Assessment, Planning ● Designing, administering, and reviewing formative and summative assessments in a meaningful and ethical manner ● Improving student outcomes by using student assessment data (both formative and summative) ● Analyzing instructional practices and making necessary adjustments to personalize learning ● Using strategies to promote active student engagement ● Systematically designing instruction toward a specific learning goal by: ○ Providing tier one and tier two instruction and intervention on the Utah core standards including the use of competency-based learning ○ Using a variety of evidence-based instructional strategies, including explicit instruction and scaffold supports ○ Integrating technology to support and meaningfully supplement the learning of students ○ Designing developmentally appropriate and authentic learning experiences ○ Developing higher order thinking and metacognitive skills ○ Integrating cross-disciplinary skills, such as literacy and numeracy, into instruction ● Providing positive and constructive feedback to guide students’ learning and behavior Creating and Managing a Learning Environment ● Providing positive and constructive feedback to guide students’ learning and behavior ● Establishing a consistent, organized, and respectful learning environment, including: ○ Positive behavior interventions and supports within a multi-tiered system of support ○ Classroom procedures and routines ○ Trauma-informed practices ○ Restorative practices Introduction to Special Education ● Knowledge and skills to assist in the identification of and instruction for students with disabilities in the general classroom, including: ○ Knowledge of the IDEA and Section 504 of the Rehabilitation Act 11 ○ Knowledge of the role of non-special-education teachers in the education of student with disabilities ○ Knowledge and skills in implementing least restrictive behavior interventions ○ Skills in implementing and assessing the results of interventions ○ Skills in the implementation of an educational program with accommodations, modifications, services, and supports established by an IEP or a 504 plan for students with disabilities in the general education classroom