Developing an Individual Professional Growth Plan by mzg34842

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									            Developing an Individual
            Professional Growth Plan
         Agenda
   Purpose of a IPGP
   Effective IPGP Planning
   Creating a Vision
   Connecting to Standards
   Identifying Performance
    Levels (Personal and School)
   Writing Your Goals
   Developing a Plan of Action
   Evaluating Your Plan
   Creating a Portfolio
Developing Individual
Professional Growth Plans


          (IPGP)
Purpose of the IPGP
   To assist in
    developing long-
    range goals that will
    directly affect what
    is done in the
    classroom to
    improve student
    achievement.
Individual Professional Growth Plan
   is a living document.
   can change as you grow and meet your
    goals.
   should be reviewed and modified
    annually with input from supervisor,
    critical friend, and colleagues.
   is a mobile document that can move
    with you.
Why develop a plan?
   Job requirement
   Plan provides structure
   Goals lead to results: Senge says that
    “goals represent commitment”
   Similar to walking into a classroom
    without a lesson plan and no idea about
    what you want to accomplish
        Effective Professional
          Growth Planning
   Balances needs of staff, students,
    school and district
   Focuses on student learning and
    connects individual needs to student
    needs
   Reflects educational initiatives
        Effective Professional
          Growth Planning
   Includes reflection as part of individual
    learning and growth
   Includes documentation of the
    outcomes
   Utilizes the Kentucky PD Standards as a
    guide
Effective Professional Growth
Plans are based on:
   School CSIP            Evaluates and
   Your Practice           documents your
   Individual areas        effort
    identified by the      Kentucky PD
    SISI evaluation         Standards
      When Developing Your Plan

   Clear guidelines and evaluation
    methods should be established for
    determining successful completion of
    your plan.
   Schedule quality time with supervisors,
    critical friends, and colleagues to
    discuss what you want to accomplish.
Engaging in Collaboration
   Consider ways to
    collaborate
   Develop joint plans
   Involve critical
    friends in the
    evaluation of your
    learning
Dufour and Eaker’s New Model
   “The learning community model
    …..requires schools to function as a
    learning community characterized by a
    shared mission, vision and values,
    collective inquiry, collaborative teams,
    an orientation toward action and
    willingness to experiment, commitment
    to continuous improvement and a focus
    on results.”
Activity #1: Creating a Vision
of Professional Development
   I want to participate in PD that ….
   PD that would inspire my interest and
    commitment would….
   My colleagues and I deserve PD that….
   Student learning will be enriched by PD
    for teachers that….
   PD should….
   Effective PD will…….
     Vision Statement for PD
         I will get the PD I want and need when it
   Is based on what is known about adult learners.
   Supports me in the change process as well as the change
    itself.
   Presents content that has proven value in increasing
    learning for my students.
   Is delivered through appropriate models.
   Builds engagement in collegial learning.
   Is data-driven.
   Provides opportunities for teachers as leaders, peer
    coaches, and researchers.
   Provides adequate time for inquiry, implementation, and
    joint work.
   Aligns the efforts of teachers, schools and the district.
    National Staff Development Council
     Standards for Staff Development
Staff development that improves the
  learning of all students.

   Context Standards
   Process Standards
   Content Standards
            Context Standards
Staff development that improves the learning of all
  students:
 Organizes adults into learning communities whose
  goals are aligned with those of the school and
  district (Learning Communities – SISI Standard 6)
 Requires skillful school and district leaders who
  guide continuous instructional improvement.
  (Leadership – SISI Standard 7)
 Requires resources to support adult learning and
  collaboration. (Resources – SISI Standard 8)
               Process Standards
Staff development that improves the learning of all
  students:
 Uses disaggregated student data to determine
  adult learning priorities, monitor progress, and help
  sustain continuous improvement. ( Data-Driven –
  SISI Standard 2)
 Uses multiple sources of information to guide
  improvement and demonstrate impact. (Evaluation
  – SISI Standard 6)
 Prepares educators to apply research to decision
  making. (Research-Based – SISI Standard 6)
             Process Standards
Staff development that improves the learning
  of all students:
 Uses learning strategies appropriate to the
  intended goals. (Design – SISI Standard 3)
 Applies learning about human learning and
  change. (Learning – SISI Standard 3)
 Provides educators with the knowledge and
  skills to collaborate. (Collaboration – SISI
  Standard 6)
               Content Standards
Staff development that improves the learning of all
  students:
 Prepares educators to understand and appreciate all
  students, create safe, orderly and supportive
  learning environments, and hold high expectations
  for their academic achievement. (Equity – SISI
  Standard 4)
 Provides educators with knowledge and skills to
  involve families and other stakeholders
  appropriately. (Family Involvement – SISI Standard
  5)
              Content Standards
Staff development that improves the learning
  of all students:
 Deepens the educator’s content knowledge,
  provides them with research-based
  instructional strategies to assist students in
  meeting rigorous academic standards, and
  prepares them to use various types of
  classroom assessments appropriately.
  (Quality teaching – SISI Standard 3)
Why use the SISI, Core Content,
POS, AE and KY PD Standards?
     Grounded in research
     Addresses system and culture
     Uses process standards that consider
      how professional learning is done
     Uses content standards that examine
      what students must know and be able
      to do
The SISI and KY PD Standards
     can also be used to
   Develop a knowledge base of effective
    PD practices
   Develop proposal for program
    improvement
   Develop funding proposals
   Analyze current programs
   Determine areas for improvement
   Design and implement IPGPs
    Activity #2: Determining Your
Professional Growth Based on the SISI

    Using the SISI Personal Evaluation
     Form identify your personal
     performance level on each indicator.
    Next, using the same form, identify the
     performance level of your school.
Activity #3: Matching Your Scores to
         those of Your School


   Look first at the standards and
    indicators where you are undeveloped
    or somewhat developed.
   Match your lowest scores with those of
    your school, then narrow the list to two
    standards and the indicators where you
    wish to improve.
    Activity #4: Using The PGP
         Development Plan

For each of the two standards that you have
   chosen:
  Identify the knowledge you wish to
   extend.
  Identify the skills you would like to
   further develop.
An Individual Professional
Development Plan includes:

             GOALS
I will……….
In what area……..
And then……..
   An Individual Professional
   Development Plan includes:
         Basis for Your Goals
•How is your goal linked to your individual needs
– how did you identify your need and what
reflection data did you use?
•How is your goal linked to the CSIP?
•How is your goal linked to student achievement?
               IPGP
    Guidelines and Suggestions

   Goals and objectives should be
    measurable.
   Goals should relate to the school goals
    and priorities and the SISI standards.
   Work only on items that you have time
    to cover efficiently.
   Quality, not quantity is important.
Questions to consider:
   What do I want to         How do the school’s
    share as a result of       goals impact my
    my learning?               goals?
   How will I judge the      How can I improve
    quality of my work?        or strengthen my
   How does my                practices?
    practice impact           How can I work with
    student                    others to address
    achievement?               my goals?
Questions to consider:
   What skills,              What will I do when
    knowledge or ability       mastery is not
    do I need to gain?         demonstrated?
   How will I know I          (students, teachers,
    have accomplished          administrators)
    my goals?                 What can I collect
                               as evidence of my
                               PD efforts.
           Questions to ask
           for specific goals
   Would student test scores improve if I
    worked more with teachers on inquiry
    in science classes?
   Would examining student work help me
    to better understand specific student’s
    needs?
Writing Your Goals
   Strategic and Specific
   Measurable
   Attainable
   Results-oriented
   Time-bound
Example of a SMART Goal
As a result of using student discourse, the
  percentage of students in my room
  passing the mathematics proficiency
  test will increase this year by 20%.
As a result of using student discourse, the percentage of
students in my room passing the mathematics
proficiency test will increase this year by 20%.


    Strategic and Specific – increase in
     number of students passing test
    Measurable – 20% increase
    Attainable – possible to achieve
    Results-oriented – specific results stated
    Time-bound – this year’s test
As a result of using student discourse, the percentage of
students in my room passing the mathematics
proficiency test will increase this year by 20%.


    Strategic and Specific – increase in
     number of students passing test
    Measurable – 20% increase
    Attainable – possible to achieve
    Results-oriented – specific results stated
    Time-bound – this year’s test
Goals that are NOT SMART:
 Encourage students to accept greater
  responsibility
 Prepare to move to block scheduling

 Integrate technology into the

  curriculum
(Note: connection to CSIP goals,
  strategies and activities.)
     Steps in writing your goal
1.   State the learning goal by using verbs
     that describe the learning that will result
     in improvement.

Example: I will learn about…..
         I will study….
         I will gain an understanding of…..
   Steps in writing your goal
2. State how the goal will be applied to practice –
    will it be applied to curriculum, instruction,
    assessment, or supervision and what work will
    you do?
Example: I will learn more mathematics to
               improve my content knowledge.
            I will gain an understanding of diversity
               and how it will enrich my classroom.
  Steps in writing your goal
3. Describe the evidence you will collect that
    you have accomplished your learning
    goal and it has had an impact on your
    practice.
Example: I will create a portfolio.
           I will analyze student work.
           I will create a reflective journal.
     Activity #5: Using The PGP
          Development Plan

   Write two growth goals that emerge from
    the two standard that you have chosen.
Techniques for Professional Learning
to Use in Accomplishing Your Goals
Increase subject       Join study groups
knowledge
Improve curriculum     Conduct lesson study
                       (tuning protocol)
Examine student work   Use technology

Conduct action         Form partnerships
research
Examine case studies   Coach and mentor
       Sample PGP Activities:
          Job-Embedded

   Externships
   Peer coaching
   Grant writing
   Professional writing (example:Reading
    First)
    Activity #6: Using The PGP
         Development Plan

Develop a plan of action to achieve your
   goals:
  strategies/activities;
  timelines;
  who you need assistance from to
   implement your strategies/activities
  Evidence of Accomplishment


•What evidence will you submit to show
what you have accomplished?
•When will you review your plan and
make adjustments?
    Activity #7: Using The PGP
         Development Plan


Determine the methods you will use to:
  Show evidence that the activity or
   strategy occurred
  Document the impact that the
   strategy/activity has had on improving
   student achievement
               Reflection
   Before you plan
   After you plan
   After you engage
    in PD activities
   Throughout the
    PD process
Basic Reflection Questions
   What happened?
   Why?
   So what?
   Now what?

Resource: Reflective Practice to Improve
    Schools: An Action Guide for Educators
    by Jennifer York-Barr, et. Al.
                Activity #8:
            Evaluating Your Plan
With your partner, respond to these questions when
  reviewing your plan:
 Do the goals and the plan reflect your needs as
  well as your school’s needs?
 Does your plan reflect new learning and growth,
  not just time and effort?
 Does your plan reflect how student achievement
  will be enhanced?
 Have you included methods of assessment?

 Have you identified evidence that you will gather?
Creating a Portfolio
   Activity log
   Samples of student
    work
   Data and data analysis
   Certificates of
    attendance
   Published articles
   PowerPoint
    presentations
Portfolios
   Should be organized and easy to
    understand
   Have a clear connection between
    materials and IPGP
   Reflect professionalism
   Cover a broad spectrum of materials
    (address all 9 SISI standards)
   Include reflective pieces
     Websites
http://www.enc.org/professional/guide/strategies/

Ideas That Work: Mathematics Professional
  Development
http://www.enc.org/professional
  /guide/started/intro/document.shtm?input=ACQ-
  133273-3273_37#ref1

								
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