Individual Professional Development Planning for Teachers School District of Lee County 1.

Individual Professional Individual Professional Development PlanningDevelopment Planning

for Teachersfor Teachers

Individual Professional Individual Professional Development PlanningDevelopment Planning

for Teachersfor Teachers

School District of Lee CountySchool District of Lee County

1www.schoolofeducators.com

What is an Individual Professional Development Plan

(IPDP)?

• A personal plan which represents explicit learning goals

• Focuses on improving student learning as the overall goal

• Balances with the needs of the students, school, and district

• Provides structure for professional growth


State Criteria for the IPDP

Goal(s)

•Specific to the students to whom the teacher is assigned

•Measurable improvements in student performance

•Method of evaluation

Strategies

•Clearly defined training objectives


Planned Improvements through Professional

Development

DoDo

ActAct

PlanPlan

Study

Study

Take and Implement Training

Evaluate Student Learning

Identify

Needs and

Develop

Plan

Evaluate

Training

Impact


The School District of Lee County

PROFESSIONAL DEVELOPMENT PLAN

___________________________ _________ _________

Teacher Name Signature Date School

___________________________ ___________________________ _________ Administrator Name Signature Date

Goal (s) Statement(Based on Student Achievement Needs and

Accomplished Practices)

Strategies Documentation Methods Dates

Form is located on Personnel Services website: http://learn/dept/personnel/Forms/printableforms.htm

END-OF-YEAR OUTCOMES:

(Attach additional page if necessary)

ORIGINAL: Personnel CANARY: Assessor PINK: Teacher MIS 777 S(8/99)A


Developing Your Goal(s)

Goal (s) Statement(Based on Student Achievement Needs

and Accomplished Practices)

Strategies Documentation Methods

Dates

Write a SMART Goal

S – Student-Focused

M – Measurable

A – Attainable

R – Results-Oriented

T – Timebound


Writing Goal Statement(s)




Dates

_____% or ______# of ______students will __________ as

measured on _______ by _________.


Writing Goal Statement(s)




Dates

95% of my 9th grade students will score a 3.5 or higher as

measured on the School Mock

Writing Assessment in March.

• Relates to my

students’ learning

• Measurable

• Evaluation Method


What’s WrongWith These Goals?

1.My students will

increase their scores

in math.

2.I will implement a

Cooperative Discipline

program in my class.

3.100% of my students

will return their

textbooks at the end

of the year.

• Specific to my students’ learning needs

• Measurable improvements in student performance

• Includes a method of evaluation

Criteria for Goal

Statements


Reading: Our District Priority

• Reading improvement is a priority for everyone

• Reading can be addressed in the IPDP– A Reading Goal

•To improve student performance in reading

– Reading Strategies

•To improve student learning in another area or discipline


Developing StrategiesGoal (s)

Statement(Based on Student

Achievement Needs and


StrategiesDocumentation

MethodsDates

• Consider reading or Marzano strategies

• Focus on SSS, subject content, instructional practices, technology, assessment and data analysis, classroom management, school safety

• Include specific outcomes from training that you will implement 11www.schoolofeducators.com

Writing Your StrategiesGoal (s)

Statement(Based on Student

Achievement Needs and


StrategiesDocumentation

MethodsDates

• Attend Six Traits Writing Training

• Implement Training Outcomes:

• Six Traits of Writing; Ideas, Organization, Voice, Word Choice, Sentence Fluency, and Conventions

• Six-Trait analytic rubric to assess writing

• Strategies of modeling and revision to improve student writing

• Monitor progress through monthly classroom assessments


Identifying Documentation Methods & Dates

Goal (s) Statement(Based on Student

Achievement Needs and Accomplished

Practices)


• Inservice Record (to document training attendance)

• Lesson Plans (to document implementation of training strategies)

• Pinnacle Classroom Grades/ Records

Summer, 2004

Ongoing

Pinnacle

Report


Plan, Deliver, Follow Up, Evaluate

___________________________ _________ _________

Teacher Name Signature Date School

___________________________ ___________________________ _________ Administrator Name Signature Date




END-OF-YEAR OUTCOMES:

(Attach additional page if necessary)

ORIGINAL: Personnel CANARY: Assessor PINK: Teacher MIS 777 S(8/99)A

This is the planning part of the IPDP – do these sections now. Then implement your

plan and track student progress throughout the

year!

End of Year Outcomes are completed at the end of the year!


End of Year EvaluationEND-OF-YEAR OUTCOMES: On the school-wide writing assessment in March.

–23% of my students received a 5.0 or higher–25% of my students received a 4.0 or 4.5–50% of my students received a 3.5

= 98% of my students scored a 3.5 or higher

(Attach additional page if necessary) To be

complete

d

at end o

f

year

prior to

annual

assessme

n

t15www.schoolofeducators.com

Reflecting on Results

Once your IPDP is completed, it is important to:

• Reflect on the results of the evaluation (end of year outcomes)

• Use the results as part of the needs assessment process for next year’s IPDP development

• Modify or discontinue the use of the professional development strategies if they did not demonstrate improvements in student performance. 16www.schoolofeducators.com

CURRICULUM & STAFF DEVELOPMENT CENTERhttp://www.lee.k12.fl.us/dept/curr/

1.Click on Professional Development System and look under Individual Teacher Level Information• REQUIRED FORMS

• IPDP Form• OPTIONAL FORMS

• IPDP Planning Checklist• Self Assessment Planning Tool Form• Individual Teacher Standards Checklist

• RESOURCES• IPDP PowerPoint for Teachers• Sample Plans• Teacher Performance Assessment Guidelines (Rubric)

For more information . . .


Why focus on Teacher Professional Development?

Research shows that each dollar spent on recruiting high-quality teachers and deepening their knowledge and skills nets greater gains in student learning than any other use of an education dollar.

(Ferguson, Greenwald, Hedges, & Laine as cited in Darling-Hammond, 1997, p.1)


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