Individual Professional Development Planning for Teachers

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Individual Professional Development Planningfor
Teachers

• School District of Lee County

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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

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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

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Planned Improvements through Professional
Development
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The School District of Lee County PROFESSIONAL
DEVELOPMENT PLAN
Form is located on Personnel Services website
http//learn/dept/personnel/Forms/printableforms.h
tm
___________________________ _________ _________
Teacher Name Signature Date School
___________________________ ___________________________ _________  
Administrator Name Signature Date  
Goal (s) Statement (Based on Student Achievement Needs and Accomplished Practices) Strategies Documentation Methods Dates

END-OF-YEAR OUTCOMES (Attach additional page if necessary)
ORIGINAL Personnel CANARY Assessor PINK
Teacher MIS 777 S(8/99)A
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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
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Writing Goal Statement(s)
Goal (s) Statement (Based on Student Achievement Needs and Accomplished Practices) Strategies Documentation Methods Dates

_____ or ______ of ______students will
__________ as measured on _______ by _________.
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Writing Goal Statement(s)
Goal (s) Statement (Based on Student Achievement Needs and Accomplished Practices) Strategies Documentation Methods 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

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Whats 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.

Criteria for Goal Statements

• Specific to my students learning needs
• Measurable improvements in student performance
• Includes a method of evaluation

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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

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Developing Strategies
Goal (s) Statement (Based on Student Achievement Needs and Accomplished Practices) Strategies Documentation Methods Dates

• 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

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Writing Your Strategies
Goal (s) Statement (Based on Student Achievement Needs and Accomplished Practices) Strategies Documentation Methods Dates

• 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

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Identifying Documentation Methods Dates
Goal (s) Statement (Based on Student Achievement Needs and Accomplished Practices) Strategies Documentation Methods Dates

• Inservice Record (to document training
  attendance)
• Lesson Plans (to document implementation of
  training strategies)
• Pinnacle Classroom Grades/ Records

Summer, 2004
Ongoing
Pinnacle Report
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Plan, Deliver, Follow Up, Evaluate
___________________________ _________ _________
Teacher Name Signature Date School
___________________________ ___________________________ _________  
Administrator Name Signature Date  
This is the planning part of the IPDP do these
sections now. Then implement your plan and track
student progress throughout the year!
Goal (s) Statement (Based on Student Achievement Needs and Accomplished Practices) Strategies Documentation Methods Dates

END-OF-YEAR OUTCOMES (Attach additional page if necessary)
End of Year Outcomes are completed at the end of
the year!
ORIGINAL Personnel CANARY Assessor PINK
Teacher MIS 777 S(8/99)A
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End of Year Evaluation
END-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 completed at end of year prior to annual
assessment
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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 years IPDP development
• Modify or discontinue the use of the professional
  development strategies if they did not
  demonstrate improvements in student performance.

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For more information . . .
CURRICULUM STAFF DEVELOPMENT CENTER http//www.lee.k12.fl.us/dept/curr/ 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)
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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)