The Individual Professional Development Plan

							The Individual Professional
    Development Plan




         “The IPDP”
IPDPs and the Law


  2006 Florida Statute Pertaining to
  Professional Development 1012.98
  School Community
  Professional Development Act
FL Statute 1012.98 School Community
Professional Development Act

                                        The Individual Professional
                                        Development Plan must:

 Require each school principal to      Be related to specific performance
                                        data for the students to whom the
     establish and maintain an          teacher is assigned.
      individual professional
    development plan for each          Define the inservice objectives and
 instructional employee assigned        specific measurable improvements
   to the school as a seamless          expected in student performance as
     component to the school            a result of the inservice activity.
  improvement plans developed
    pursuant to s. 1001.42(16).        Include an evaluation component
                                        that determines the effectiveness of
                                        the professional development plan.
Definitions

   IPDP: Individual Professional Development Plan
   PD: Professional Development
   AEA: Accomplished Educator Assessment
    (This is a choice for teachers who have been
    teaching for 3 years. Replaces summative.)
   PDP: Professional Development Plan
    (A requirement for the Beginning Teacher
    Program.)
WHAT ABOUT THE AEA OR PDP?

The state does not require any particular form
as long as the 3 core specifications are met:

1.   Specific performance data for current
     students are used.
2.   SMART objectives are defined.
3.   An evaluation determining effectiveness of
     the professional development is included.
Be Aware of the Difference


The AEA is evaluative   The IPDP is
                        non- evaluative
The AEA Includes a PDP
Article II, Section G, Paragraph 17(a)



 The employee being evaluated under an
  AEA already has a PDP. It is a separate goal
  setting sheet that is completed by the teacher
  and approved by the principal.
 The contract provision protects the employee
  from having to do 2 performance
  development plans.
A properly completed AEA replaces the IPDP
IPDP Simplified and Personalized
   The individual teacher looks at current students’ specific
    performance data.
   The teacher looks at subgroups within the class with a focus on
    those not making AYP
   The teacher selects professional development activities that
    focus on developing personal learning and growth.
   The teacher pursues activities to meet individual goals and
    objectives.
   The teacher sets goals and monitors success.
   The teacher meets with an administrator to discuss goals.
   The teacher participates in professional development.
   The teacher has a follow-up meeting with an administrator to
    summarize progress.
     The 3 Parts of the IPDP


               IPDP




   The       Strategies   Evaluation
Objective         or          of
Statement    Resources     Results
The Objective Statement

   Uses data to determine SMART goals.
   Addresses individual needs to improve practice.
   Focuses on improving student learning.
   Connects the educator’s individual goals to student
    needs.
   Reflects educator needs as well as the needs of the
    students, the school, and the district.
SMART OBJECTIVES

Specific
 Be precise about what you are going to achieve.
Measurable
 Quantify your objectives.
Achievable
 Are you attempting too much?
Realistic
 Do you have the resources to make the objective happen?
Timed
 State when you will achieve the objective.
Strategies / Resources

   Determine strategies or professional
    development activities necessary to reach
    goals.
   Professional development activities should
    be job-embedded, continuous and on-going.
   Professional development should be focused
    on student learning.
Examples of Strategies / Resources

   Participate in a new training and complete follow-up activities
   Receive coaching or mentoring by a highly effective teacher
   Conduct action research
   Learn to use a new technology
   Conduct internet research
   Complete a college course
   Get involved in a a professional organization
   Keep a journal or a log
   Join a book-study group
Evaluation of Results


   Did student achievement increase as a result
    of the educator’s professional development?
   Were the objectives met?
   Does it include a reflection articulating the
    educators learning?
IPDP Suggested Timeline

   August- September:
    Data phase
    All IPDPs for teachers in targeted subgroups are
    prepared and discussed by the first day of school.
   September- October:
    IPDP Development Phase
   October-April:
    Implementation Phase
   May:
    Assessing Impact Phase
The Teacher’s Role in the Data Phase

   Collect and analyze assigned students’
    performance data. Utilize multiple measures,
    which may include but are not limited to the
    School Improvement Plan, and other types of
    assessment data.
   Summarize student data.
   Reflect on current practice.
The Administrator’s Role during the
Data Phase

   Share the process and timeline for IPDP with
    teachers.
   Ensure that assessment data is available.
The Teacher’s Role during the
Development Phase

   Determine necessary professional development.
   Set specific measurable objectives that contribute to
    professional growth and improvement in student performance.
   Identify professional development strategies/resources
    necessary to achieve objectives.
   Determine how to evaluate the results of the objectives.
   Meet with an administrator to discuss and reflect on the results
    of the data and the development of the IPDP.
The Administrator’s Role during the
Development Phase

   Assist teachers in the development of their
    IPDP as needed.
   Meet with teachers individually to discuss the
    results of data, reflections and the IPDP plan.
   Encourage individuality.
The Teacher’s Role during the
Implementation Phase

   Implement IPDP strategies.
   Monitor the implementation of the IPDP and
    assessment of outcomes.
   Chart impact and reflect on practices.
The Administrator’s Role during the
Implementation Phase


   Establish and maintain an IPDP for each
    instructional employee
The Teacher’s Role during the
Assessing Impact Phase

   Assess the impact on teaching practice and
    student performance.
   Determine how the results shape future
    IPDPs.
   Meet with administrator to summarize
    progress.
The Administrator’s Role during the
Assessing Impact Phase

   Meet with teachers individually to review
    progress.
SUMMARY

   The Florida Legislature requires every
    teacher to complete an IPDP annually.
   The purpose is for every teacher to pursue
    professional growth that will result in
    increased achievement for their students.
   PD activities are selected based on data
    generated by the individual teacher’s
    students.
Inservice Opportunity

   If you would like to complete a follow-up
    assignment and earn inservice points, send
    an email to barnes@palmbeach.k12.fl.us
If you have any questions, please do
not hesitate to contact Kelly Barnes


The Department of Professional Development
561-776-3688
PX 53688
Barnes@palmbeach.k12.fl.us