1. Individual Professional Development Plan
Growing as Educators to Increase Student Achievement

2. What is your IPDP?
An Individual Professional Development Plan (IPDP) is your plan for how you will grow as a professional during the school year.
The IPDP should reflect your professional learning needs related to improving student achievement and enhancing your craft as an educator.
Florida Statute requires that all instructional personnel establish an IPDP at the beginning of every year. This plan supports the continuous improvement and growth for educators.
The professional development plan is specific to the individual educator and the needs of the students currently assigned to the teacher. The plan is written by the educator.

3. DCPS IPDPs FLDOE guidelines require that instructional
personnel use the district-approved IPDP
template.
MINT Participants and school counselors have specific IPDP templates.
The IPDP template may not be altered with the
exception of inserting rows for additional
professional learning objectives as needed.
The Individual Professional Development Plan has been updated to more effectively support and reflect the requirements of FLDOE Professional Development System Evaluation Protocol, Florida statute, and differentiated accountability.

4. Getting Started current classroom-level disaggregated student
Before writing your IPDP consider the following:
current classroom-level disaggregated student
achievement data
your IPDP from last year
your evaluation from last year
the School Improvement Plan (SIP)
school initiatives such as professional learning
community (PLC) work
Facilitator may wish to add initiatives specific to their school or site.

5. Completing the IPDP The Six IPDP Sections Student Achievement Data
Student Achievement SMART Goal
Educator Professional Learning Goals
Professional Learning Objectives
Changes in Educator’s Practices
Results
Six sections make up the IPDP. We will review and discuss each.
Suggestion: Provide a completed IPDP sample. It will be helpful for teachers to refer to the sample as each section is reviewed. The samples are available at on the DCPS Professional Development website under PD documents.

6. Student Achievement Data
Review classroom-level disaggregated student achievement data for students currently assigned to you. Select your identified student group based on the following: your data analysis, School Improvement Plan, school initiatives, team goals, and the results from your previous year’s IPDP. Both formative and summative data may be included. Behavioral data may also be included.
Identified Student Group Within a Class/Section
Assessment Type
(right click to add rows as needed)
Current Score Average
Goal
Mid-Year Score
(as needed)
Final Score Average
The Student Achievement Data section is more specific. Ask participants to read the narrative directions for this section.
Each component will be discussed separately in the following slides.

7. Student Achievement Data
Identified Student Group:
Based on performance data which indicate improvement is needed, identify a group of students currently assigned to you that will be your focus.
Consider groups identified by classroom data, the School Improvement Plan, school initiatives, team goals, and behavioral data related to content area skills.
Select one group of students to identify for your IPDP identified student group.
The first section is the identified student group. Educators are asked to reflect on their student data and consider the SIP, school/team initiatives, etc. in order to identify a specific group of students on which to focus. The needs of this group of students will guide the educator’s professional learning plan.

8. Student Achievement Data
Examples of Identified Student Groups:
Lowest 25% by Content Area
Exceptional Student Education (ESE)
English Language Learners (ELL)
Students with Disabilities (SWD)
FCAT/EOC Achievement Levels (example: Level 2 Math)
PRS Success Zones in FAIR (example: Low Success, Red)
Florida Alternate Assessment Levels
Retained Students
Subgroups by Ethnicity
Gifted Students
Students in RtI Tier II
Gender Groups
Overage Students
Students with Attendance Issues
Economically Disadvantaged
Behavior Groups
These identified student groups are reflective of the groups listed in the School Improvement Plan template. There may be other appropriate student groups based on the educator’s setting/assignment.

9. Student Achievement Data
Assessment Type:
Formative assessments, such as progress monitoring instruments, FAIR, unit tests, writing prompts, student portfolios or journals, exit slips, quizzes/tests using NGSS and CCSS question stems, or other teacher/district assessments are a few examples.
You may also include summative data such as FCAT and EOC exams or behavioral data related to content area skills.
Assessment Type: Formative assessments provide the most timely feedback on student progress during the year. Summative data, while important will not allow for making adjustments in your professional learning or implementation plan for strategies. When summative data is selected, it is recommended that it be in addition to a formative assessment.

10. Student Achievement Data
Include numerical assessment data for the students in your identified group.
What is your identified group’s current score average?
Where do you anticipate your group will score by the end of the year? This becomes your data goal.
During the year, you may want to update the mid-year scores for your identified group so you can revise your IPDP Professional Learning Objectives to meet your learning needs.
The following slide provides examples for each of the data elements.

11. Student Achievement Data
Review classroom-level disaggregated student achievement data for students currently assigned to you. Select your identified student group based on the following: your data analysis, School Improvement Plan, school initiatives, team goals, and the results from your previous year’s IPDP. Both formative and summative data may be included. Behavioral data may also be included.
Identified Student Group Within a Class/Section
Assessment Type
Current Score Average
Goal
Mid-Year Score
(as needed)
Final Score Average
Tier II Behavior students in my 2nd grade homeroom (5 students)
2nd Grade CCSS District Math Assessment
30%
60%
36%
57%
Individual Teacher-Developed Student Behavior Charts
0 out of 5 are successful
4 out of 5 students will be successful
3 out of 5 students
4 out of 5 students
Summarize process of identifying student achievement data and goal. (Red indicates future data).
Only one identified student group is required
Identify a challenging but attainable goal
Your IPDP may include formative and summative data
Calculate the final score average for the students in your identified group
Calculate the current score average for the students in your identified group

12. Student Achievement SMART Goal
Your Student Achievement SMART Goal (Strategic and Specific, Measurable, Attainable, Results-based, Time-bound) must be specific to the student group you have identified and indicate measurable improvements that are expected in student achievement as a result of your professional learning.
At least ____% of my _________________ students will score at or above ____% on the _____________________ by ___________.
The SMART goal includes a formula to assist educators.
What improvements in student achievement are expected as a result of your professional learning?

13. Student Achievement SMART Goal
A SMART Goal is…
Strategic & Specific: The outcome or end result is clear.
Measurable: Numerical evidence that will indicate if the goal has been achieved.
Attainable: The goal may be a challenge, but it is possible with available resources.
Results-oriented: An identified area.
Time-bound: A date by which the goal will be achieved.
What is a SMART goal?

14. Student Achievement SMART Goal
Examples:
At least 75% of my students in the “Lowest 25%” in 5th grade math will score at or above 60% on progress monitoring assessments by March.
80% of my 2nd grade ELL students will demonstrate a probability of reading success (PRS) score of 54% or above on AP3 of FAIR in the spring.
Non-examples:
A majority of my class will increase their FCAT score.
Most of my 9th grade algebra students will pass their EOC exam.
Activity: Table groups review samples/examples and rewrite the non-examples as SMART Goals

15. Student Achievement SMART Goal
Your Student Achievement SMART Goal (Strategic and Specific, Measurable, Attainable, Results-based, Time-bound) must be specific to the student group you have identified and indicate measurable improvements that are expected in student achievement as a result of your professional learning.
At least 60% (3 out of 5) of my Tier II Behavior students in my 2nd grade homeroom will score at or above 60% on the final administration of the 2nd Grade CCSS District Math Assessment in May.
Name of identified student group and grade level
Name of the assessment
This is the same percentage goal from the section above
Date or month
Summarize process for writing the SMART goal.
How many of the students in your group can reach the established goal?

16. Educator Professional Learning Goals
The addition of the Educator Professional Learning Goals emphasizes the importance of identifying the professional learning needs of each educator and encourages them to continually reflect on their practice. The goal also incorporates the protocol requirement for each educator to consider the previous year’s IPDP results as well as their administrator’s input when writing their plan.

17. Educator Professional Learning Goals
Each educator’s goals will vary based on the students assigned to them, their grade level, content area, certification, etc.
Your professional learning goals should reflect the professional development you need to be an effective educator.
The IPDP focus is on professional learning goals for the current school year.

18. Educator Professional Learning Goals
Your professional learning goals should include consideration of the following:
learning opportunities needed to help you meet your
SMART Goal
professional practice needs (ex: OOF, additional certifications)
School Improvement Plan (SIP)
results of your previous year’s IPDP
your evaluation from last year
school initiatives
administrator recommendations
Activity: Table talk to discuss what information/artifacts educators should use when writing their personal goal.

19. Educator Professional Learning Goals
Your Professional Learning Goals will reflect the individual professional development you need to meet your Student Achievement SMART Goal and other professional practice needs. It will be helpful to reflect on the results of last year’s IPDP as you develop your learning goals for this year. Additional professional learning needs may be identified when you meet with your administrator to review your IPDP.
My professional learning goals this year are to effectively implement Tier II RtI behavior strategies and improve my classroom rituals and routines because the students in my classroom with chronic behavior needs are also the lowest performing in math. I want to focus on positive behavior support systems that will help me create a respectful classroom environment that is focused on learning.
Summarize
This narrative section provides a place for you to personalize your IPDP and reflect on the learning you want to achieve during the school year.

20. Professional Learning Objectives
To address my Student Achievement SMART Goal and Professional Learning Goals, I will complete the following specific professional learning:
Professional Learning
(a minimum of two are required)
Implementation Plans
Anticipated Date of Completion
Actual Date
of Completion
The Professional Learning Objects section has two purposes:
Identify which professional learning activities the teacher has determined will support them in meeting their Student Achievement and Professional Learning Goals.
The implementation plan identifies how the teacher intends to put the new knowledge, skills, and/or behaviors into practice in order to meet their Student Achievement and Professional Learning Goals.

21. Professional Learning Objectives
What professional learning will you complete?
District, school-based, and/or individual
Participation in a collaborative professional learning community (PLC)
Self-directed research, ex: web-based research, professional reading, coursework
A minimum of two are required.
The educator will specify at least two learning activities. These may be through the district (Schultz, FDLRS, Academic Services, etc.), school-based (PLC, Early Release, book study, etc.), or individual (self-directed research, college coursework, professional reading, etc.)

22. Professional Learning Objectives
If a PLC is selected, it must meet the definition.
A Professional Learning Community (PLC) is a group of educators who meet on a regular basis to collaboratively:
examine standards,
analyze data and student work,
plan lessons, and
infuse research-based teaching practices into
classrooms.
When is a grade level meeting a PLC? When is it not a PLC?

23. Professional Learning Objectives
Your professional learning objectives will directly support your SMART Goal and Professional Learning Goal.
It is helpful to begin your learning objectives with an action verb. State the professional learning you will complete and the knowledge, skills, and/or behaviors you will acquire in order to meet your goals.
This section is not intended to include all of your professional learning for the year.
Important to note that educators are not expected to list all of the professional learning that they will complete throughout the year on the IPDP. The IPDP is intended to provide focus on the priority professional development for the educator.

24. Professional Learning Objectives
Examples of Appropriate Learning Objectives:
Participate in a Professional Learning Community with other 5th grade math teachers to analyze student data and develop differentiated lesson plans.
Collaborate with the instructional coach on a consistent basis to enhance my use of informational text during the literacy block.
Non-examples:
School PLC
CHAMPS Training
What is missing from the non-examples?
1st non-example should have the following:
PLC name (content area or grade level)
PLC purpose
knowledge, skills, and/or behaviors you will acquire
2nd non-example
purpose

25. Professional Learning Objectives
Implementation Plans:
Explains what you intend or plan to do in your classroom as a result of your professional learning.
Identifies the knowledge, skills, strategies, and/or behaviors that you plan to implement.
Additional strategies or modifications in initial plan may be needed as formative assessments and other feedback become available.
The implementation plan shows how the teacher plans to incorporate the new learning.

26. Professional Learning Objectives
Examples of Appropriate Implementation Plans:
I will implement CHAMPS in my classroom by setting clear expectations and establishing rituals and routines that will benefit all students.
I will use disaggregated student data to differentiate instruction for whole class and small groups.
Non-examples:
I will put students into groups during centers.
I plan to use the standards to teach.
Activity: discuss what is missing from the non-examples. How can you restate these non-examples?
1st non-example is missing:
composition of student groups
center content
purpose of the groups (what will they do?)
knowledge, skills, strategies, and/or behaviors that you plan to implement
2nd non-example is missing:
specifics regarding content

27. Professional Learning Objectives
Completion Dates:
When you create your IPDP, identify a reasonable Anticipated Date of Completion.
As you complete your Learning Objectives, record the Actual Date of Completion.
Dates should be revised if necessary.
If you do not complete one of your objectives, discuss with your administrator whether it is appropriate to delete the objective and/or substitute another objective.

28. Professional Learning Objectives
To address my Student Achievement SMART Goal and Professional Learning Goals, I will complete the following specific professional learning:
Professional Learning
(a minimum of two are required)
Implementation Plans
Anticipated Date of Completion
Actual Date
of Completion
Complete the CHAMPS for Elementary course to develop effective classroom management skills.
I will implement CHAMPS in my classroom by setting clear expectations and establishing rituals and routines that will benefit all students, not just the students with chronic behavior needs.
11/15/12
11/2/12
Summarize
Date you expect to complete the activity.
Write a statement identifying the specific learning you plan to complete.
Write a statement that identifies the knowledge, skills, strategies, and/or behaviors you plan to implement as a result of your professional learning.
Date learning objectives were completed.

29. Changes in Educator’s Practices and Results
How did the professional learning objectives you completed align with your intended goals?
Discuss how you changed your professional practices as a result of your professional learning.
Recommend attaching your response in a word document
RESULTS
Describe how students improved as a result of your professional learning and its application in your classroom. Consider the results of summative as well as formative assessments, including teacher observations, linked with the Student Achievement SMART Goal.
Introduces the sections of the IPDP that require reflection on practice.

30. Changes in Educator’s Practices
This narrative section should be written toward the end of the year. It provides you with an opportunity to reflect on your professional learning goals and the professional learning you have completed.
Be specific about how you changed your professional practices as a result of your professional learning.

31. Results
This narrative section gives you an opportunity to share how your students improved as a result of your application and implementation of professional learning.
Discuss whether or not you met your SMART Goal and your formative and/or summative data results.
You do not have to wait for FCAT or EOC results before completing this IPDP section.
Educators will not have FCAT data at the end of the year to complete their goal information. However, they will have formative student performance data and can reflect on how their professional learning has impacted their teaching and their students’ growth. The educator can reflect on whether the students have made progress toward the goal.
If FCAT or EOC data is used for the SMART goal, educators are expected to complete the IPDP goal data when it is received. This information should be considered when writing the new IPDP.

32. Changes in Educator’s Practices and Results
How did the professional learning objectives you completed align with your intended goals?
Discuss how you changed your professional practices as a result of your professional learning.
My professional learning this year was very beneficial in helping me improve my classroom management skills. One of my learning goals was to implement Tier II RtI strategies, and I think I was able to effectively do that using the individual student behavior charts. While I was attending CHAMPS training, my principal let me observe a colleague so that I could see what CHAMPS looks like when it is actually implemented. My professional learning and collaboration with my guidance counselor taught me how to set clear expectations and appropriately respond to students who misbehave.
Include specific examples in the narrative section.

33. Changes in Educator’s Practices and Results
Describe how students improved as a result of your professional learning and its application in your classroom. Consider the results of summative as well as formative assessments, including teacher observations, linked with the Student Achievement SMART Goal.
Because 3 of 5 students scored at 60% or above on the final test, the SMART goal that 4 of 5 students would score at 60% or above was not met. However, I did have success with my Tier II behavior students because all scored above 50% on the final test and the final score average for this group was 57%, just below the 60% goal. It took longer than expected to significantly change my classroom environment. The rituals and routines implemented helped increase instructional time in math, which positively impacted all of my students. My professional learning helped me understand the importance of effective classroom management and its connection to student achievement.
This educator in this sample met one of his goals, but did not quite meet his SMART goal. What should this educator’s next steps be?
This is an opportunity to reflect.
Was the goal reasonable for the identified student group? Or is the educator on the right track and just needs more time.
Was the professional learning appropriate? Did implementation go as planned.
Is additional or different professional learning required?
Include specific examples in the narrative section.

34. Review Dates and Signatures
The initial and end of the year dates of review with your principal are required.
The mid-year review is conducted as needed.
Evaluation post-conferences and data conferences are excellent opportunities to review the IPDP, discuss student growth, and make adjustments to your professional learning objectives so that you are better able to meet student needs in your classroom.
Principal and Teacher will initial all changes.
If changes to the IPDP are made after the mid-year review, both parties should initial the changes. This will show that the initial document has been amended. The teacher will keep a copy of their IPDP for reference.

35. IPDP Resources Web resources for information, forms, and
samples:
myprofile: teacher in-service records
Schools can personalize