Professional Growth Plans PGP 20092010

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Professional Growth Plans PGP2009-2010

• Teacher Development
• Broward County Public Schools

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What is the PGP?

• An individual professional development plan
• Relates to specific performance data for students
  to whom the teacher is assigned
• Identifies professional development teachers need
  to attend that will increase the learning and
  academic progress of their students
• Summarizes the effectiveness/impact of the
  professional development on student achievement

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Who Completes a PGP?

• All instructional personnel (BTU Collective
  Bargaining Unit members)
• School-based and district-based

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Why a PGP?

• The purpose is for every teacher to pursue
  professional growth that will result in increased
  achievement for their students/clients
• Professional development activities are selected
  based on data generated by the individual
  teachers students/clients
• Every teacher completes a PGP annually pursuant
  to Florida Statute 1012.98(4b)(5)

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PGP Parts 1, 2, 3

• Part 1 - teacher information and specific
  performance data for the students the teacher is
  assigned
• Part 2 objectives and specific measurable
  improvements expected in student performance as a
  result of professional development
• Part 3 evaluation of the effectiveness of the
  professional development

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Part 1

• Heading Teacher Information
• Highly Qualified Status
• ESOL Requirement
• Student/Client Baseline Data

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Part 2

• Goal Statement
• Subgroups not making AYP plan
• Professional Development Objective
• Professional Development Focus

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Part 3

• Impact of Professional Development
• Sharing of Learning
• Signatures (Initial and Final)

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Highly Qualified Status

• NCLB Act of 2001 requires all public school
  teachers of record assigned to teach core
  academic subject meet the federal definition of
  highly qualified teacher
• Indicate current HQ status by checking the
  appropriate statement.

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Highly Qualified Status

• Teachers who do not meet HQ status will indicate
  their plan to become HQ
• Specific criteria and steps for acquiring HQ
  status can be found in the NCLB charts provided
  by the Certification Department at
• http//www.broward.k12.fl.us/certification/NoChild
  LB.html

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ESOL Requirements

• Indicate if ESOL training requirements have been
  met by checking the appropriate statement
• Teachers in the process of completing ESOL
  training requirements provide the date they began
  training and the date training will be completed
• http//www.broward.k12.fl.us/esol/Eng/ESOL/ESOLEnd
  orsement.htm

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Student/Client Baseline Data

• Review current students/clients specific
  performance data
• Disaggregated Student/Client Data
• School Improvement Plan (SIP)
• School Professional Development Plan
• School/District Initiatives
• Teacher Certification Needs
• Personal Growth Interests
• Results from Previous Years PGP Outcome

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Student/Client Baseline Data

• When making decisions about which professional
  needs will be addressed first, priority should be
  placed on the needs identified from disaggregated
  student achievement/client data

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Goal Statement

• Should align to the performance baseline data
• The statement is SMART
• Specific
• Measurable
• Attainable
• Results-oriented
• Time-bound

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AYP (Adequate Yearly Progress)

• During data review, teacher looks at subgroups
  with a focus on students not making AYP
• Teacher determines what professional development
  is needed to meet the needs of these students

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Professional Development Objective

• Teacher considers the following when writing this
  statement
• Data and Goal
• Individual needs to improve practice
• Addresses the gap between individual professional
  needs and student achievement needs

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Professional Development Focus

• Identify the general focus of the planned
  professional development
• The professional development should be directly
  related to improve job performance to positively
  impact student/client learning
• Teachers do not need to address all focus areas

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Impact of Professional Development

• Teacher will reflect on the relevance of the
  professional development on their teaching
  practice and student performance
• Teacher writes a statement to summarize the
  outcome/impact of the professional development
  received during the school year
• Consider how these results will shape future PGPs

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Sharing of Learning

• Teacher indicates how they will share what was
  learned with colleagues

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Signatures

• Signatures of the teacher and principal/site
  administrator are required at two different times
• Initiation teacher reviews draft of PGP for
  principal approval to proceed
• Final Review teacher and principal discuss the
  outcomes of the professional development and
  possibly plan for long term professional growth
  as part of the schools continuous improvement
  planning

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Timeline

• September 30, 2009 PGP Initiation completed
• September 2009 May 2010 Professional
  Development participation
• June 10, 2010 PGP Final Review complete
• Principals/site administrators are required to
  maintain PGPs at the school/site for
  district/state review as needed

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Questions?

• School PGP contact Principal/designee
• District contact
• Deborah Porter, Coordinator
• Teacher Development, HRD
• deborah.porter_at_browardschools.com
• 754-321-3521