1. Professional Development Assistance Plan
Administration – recipe for success!

2. Each teacher does need an INDIVIDUALIZED PDAP to meet their needs.
Today’s objective is to provide you with the tools to successfully follow recipe GUIDELINES to simplify the process.
Each teacher does need an INDIVIDUALIZED PDAP to meet their needs.
District Directives
Reminders/Extra Information
As an Administrator, how many times have you had to write a Professional Development Assistance Plan (PDAP), and didn’t quite know where to start?

3. When to start the PDAP Process?
Schedule an Interim Evaluation.
Schedule a Pre-Observation meeting.
Enter scores into ProGOE.
IF a teacher scores 4.5 or lower in any Dimension;
a PDAP is required.
After a few Informal Observations, you begin to notice some areas of concern with said teacher.
Schedule an Interim Evaluation. The teacher will need to submit the Self Reflection in ProGOE. Schedule a Pre-Observation meeting.
After you have observed the teacher, enter their scores into ProGOE.
IF a teacher scores 4.5 or lower in any Dimension, a PDAP is required will be seen at the top of the screen.
If you have a regularly scheduled Formal Observation, and the scores are below a 4.5, a PDAP is required will also be seen at the top of the screen

4. Where do you find PDAP Forms?
PDAP forms are found on the Resource Tab in ProGOE.
The Drop down choices are OPTIONS for you to use. You do NOT have to use any of these when creating a PDAP.
The actual list of the Drop Down Choices are also located on the Resource Tab.

5. Save Document before Opening

6. Open Document

7. Choose Enable Editing OR Edit Document

8. Save as – preferably in its own folder

9. STEP ONE: Here is what I see happening in your classroom
Describe what you see happening in the teachers classroom.
Be honest.
Use rubric language.
Use former observations.
If the PDAP is in Dimension 1 – what do you see in their
Lesson Plans.
Use former observations to gather the information you are
seeing.

10. Step Two: Here is what I need to see happening in your classroom or on your Lesson Plans:
Describe what you need to see happening in the teachers classroom.
Option to use Drop Down Choices is available at this time.
You can always create your own description as to what you need to see happening.

11. STEP THREE: Here is what I will do as an Administrator to Support the Teacher during this process:
Use drop down choices if needed.
Create your own options.
Ask teacher for their input.
Ask District Peer Mentor Teachers assistance.
Ask teacher – what can I do as your Admin to support you in this process

12. STEP FOUR: Here is what the Teacher will do to support themselves during this process.
Use drop down choices
Create your own choices
Have a discussion with the teacher - - what else would YOU like to do to assist yourself in this process?

13. BEST PRACTICES:
ALL Administrator’s names need to be listed on the Teacher’s PDAP.
If a teacher has been on a PDAP for more than one year – the Principal needs
to take the lead and be their formal evaluator. An AP can assist in the process
to gain a better understanding of the PDAP Process.
Administration needs to schedule meetings with the Teacher and the DPMT
on a bi-monthly basis at a MINIMUM.
If a teacher has been on a PDAP for more than one year – the Principal needs to
take the lead and be their formal evaluator. An AP can assist in the process
to gain a better understanding of the PDAP Process.
Discuss the progress that is being seen, and document your meetings and what was d
Discussed on the actual PDAP document.

14. BEST PRACTICES CONTINUED:
Keep good records of conversations, s, documents,
artifacts, etc.
Evidence of Lesson Plans – if necessary
ProGOE – input ALL informal observations into ProGOE

15. REMINDERS: PDAP is a working document.
Changes can be made on it at any time.
PDAP is kept at the school site.
Teachers can refuse to work with DPMT.
If a teacher transfers, and is still on a PDAP, it goes with them to the new school.
If a teacher is not renewed and gets picked up by another school, be sure to share the information
regarding the PDAP with the NEW Administrator.
If a teacher refuses to work with DPMT - - what does the teacher need to do

16. VIDEO TAPING Video taping is a crucial and vital component of the
PDAP process.
Teachers eyes only.
Do NOT share video with anyone.

17. MONITORING PROGRESS – Continue or Close?
In order to determine if the PDAP should be continued, or closed, should be based on numerous informal observations by ALL Administrators.
Schedule an Interim Evaluation

18. QUESTIONS:
Any questions, please contact a District Peer Mentor Teacher.
We are here to help create a strong working PDAP with you.
John Hays:
Bridget Reed:
Jeanette Soucy:
Jennifer Susin:

19. Brevard Public Schools Mission:
OUR MISSION IS TO SERVE EVERY STUDENT WITH EXCELLENCE AS A STANDARD.
If a teacher has been on a PDAP for more than one year. Look at how much support that has been put into
Place for the teacher to begin to be successful.