1. Writing a Professional Development Plan

2.  Step 1–Identify Indicators to be Assessed  Step 2 –Determine Average Baseline Score  Step 3 –Develop a Growth Plan  Step 4 –Regularly Assess Progress on Growth Plan  Steps 5, 6, 7 –Summative Evaluation  Step 8–Continue to Monitor Impact

3.  DESE requires that all teachers have a professional growth plan as part of the district evaluation model.  The District goal is to connect this requirement to current professional practice.  Growth Plans can be a collaborative effort with a grade level or departmental team but student data information should be specific to each teacher.

4. Learning, Leading, and Teaching in Today’s Learners Self- Motivating Self- Monitoring Self- Modifying 4

5.  1-Select a high leverage learning target – preferably one that spans a semester or a year rather than one unit.  2-Collect data from pre-assessment.  3-Set measurable goal(s) for student growth.  4-Use “Possible Sources of Evidence” to identify action steps/strategies that you believe will impact the goal.

6.  Do these goals reflect my own professional learning needs?  After assessing my own professional learning needs, what areas have I chosen to focus on for this school year?  Do these goals reflect the Standards and take into consideration my school/system plans?  Are these goals based on student achievement data, discipline data, other data?  Are these goals realistic? 6

7. Growth is a result of working toward goals. Specific goals help direct professional development activities and changes in practice. A goal may be to “learn about cooperative learning”. A more specific goal would be “to utilize cooperative learning as a teaching and learning approach which impacts achievement”. 7

8. Meaningful goals:  have substance and meaning for the teacher/principal.  are tied to effect size.  stretch current thinking and practice.  can be achieved and don’t lead to frustration.  have deadlines that help to ensure that the goal is attained.  lead to improved student performance. 8

9. S specific and contextual M meaningful measures A achievable within resources R realistic T time targeted 9

10.  Apply  Implement  Investigate  Maintain  Organize  Pilot  Attend  Conduct  Join  Participate  Publish  Read  Share Contribute Discuss Enroll Integrate Mentor Serve 10

11.  State the Action you will take  Describe an Area of Focus for the Learning  Include the Rationale  Add the Activities (optional) Based on the achievement gap between special needs students and the total population, I will improve my teaching skills to better assist special needs students’ achievement by learning educational practices through professional development in-services, workshops and training sessions which I can implement to improve student performance. 11

12.  State the Action you will take  Describe an Area of Focus for the Learning  Include the Rationale  Add the Activities (optional) I will investigate intervention strategies to incorporate Response to Intervention (RTI) processes into my classroom to better differentiate student instruction due to delayed learning by students not performing at grade level by using information from district workshops in my lesson plans. 12

13.  State the Action you will take  Describe an Area of Focus for the Learning  Include the Rationale  Add the Activities (optional) Because I am a science teacher and need new approaches to helping my non-readers, I will learn about research-based strategies to improve student learning in reading comprehension. I will incorporate new strategies into my daily instructional practices. Student achievement will increase in reading comprehension as a result of focused instruction. 13

14. Individually Guided  Personal study  Web-based learning  Anecdotal records  Reflective journals  Individual action research  Log entries Cooperatively Guided  Project-based  School visits  Assessment instruments (surveys, questionnaires)  Authentic teacher made materials (designing quality work for students) 14

15. Instruction/Workshops  Technology skill training  Workshops  Conference Observation/Assessment  Peer coaching (peer-to- peer)  Cognitive coaching (peer-admin)  Videotaped lessons  Team teaching Inquiry  Group action research  Data collection and analysis  Study group 15

16.  What will success look like when I reach my goal?  What do I want to achieve as a result of this goal and what difference will it make in student learning and achievement results?  How will I collect evidence of my professional growth? 16

17. What assistance and supports are available to me? What expertise is available from my colleagues? What co-op, district, or other resources are available (specialist, teachers’ conferences, website and professional library)? What resources will help me work toward my goals? How might I access assistance from district resources, the co-op, universities and/ or community? 17

18.  Identify documentation that is used to demonstrate professional growth.  Develop reflections that give evidence.  Self-assess to provide insight into professional growth.  Record sharing with colleagues.  Compile artifacts reflecting progress.  Other evidence collaboratively identified. 18

19.  Empower educators in the review process.  Encourage professional reflection and collegial dialogue.  Link professional development to improved practice.  Encourage data reflection.  Discuss the support required to facilitate future professional growth.  Discuss the educator's role in achieving school and district goals.  Promote a collegial model for professional growth (data teams/departmental). 19

20.  Be prepared for the review.  Lead the discussion (after all, the teacher/principal owns the growth plan).  Provide a rationale for the goals and strategies identified in the plan.  Lead the evaluator through the critical parts of the growth plan.  Identify resources that may help support the growth plan. 20

21.  Link information gained through supervision into the reflective questions asked of the teacher/principal (for example, “We discussed the work you were doing with assessment for learning during our last conversation. How is that coming along and could you see it becoming something that you would include?”). Coaching  Tie conversation to observation data and student performance changes.  Ask reflective rather than evaluative questions.  Ask questions of clarification.  Help to identify the resources needed to complete the growth plan.  Act as a “reflective colleague”. 21

22.  Teachers/principals’ professional growth and performance should have a positive impact on student learning and achievement.  The process should define clear, consistent expectations for all teachers/principals and should support continuous learning.  The process should foster collaboration among the teacher/principal, evaluator, and peers.  The process should be a professional growth experience based on trust and mutual respect. 22

23.  The process should provide multiple ways of developing and documenting skills and knowledge.  The process should provide for differentiation based on teacher support needs and experience.  The process should engage teachers in reflective practice and active involvement in their own professional growth. 23

24. “The absence of administrator prescription will allow moments of discovery, enthusiasm, dedication, sharing of successes, and relentless persistence despite extraordinary challenges. The flip side of the prescription paradox is that with less prescription, there is genuine accountability. There is accountability for learning.” Doug Reeves, Accountability for Learning 24

25.  Devise your Professional Development Plan.  You devise your plan based on your interests and needs.  Have it on your NEE page by Friday.