Implementing the Revised TPA Process for Experienced Teachers

1
Implementing the Revised TPA Process for
Experienced Teachers

• Core Module Two
• The Annual Learning Plan

2
Core Module Two The Annual Learning Plan

• Part One Opening

3
Core Module Two The Annual Learning Plan

• The overall goal
• In this module, participants will
• Learn about the revised Annual Learning Plan
  (ALP) and how it has been strengthened to support
  experienced teacher growth and development
• The overall goal of this module is to build
  understandings about the ALP, its requirements,
  how to complete it and effective practice that
  transforms the ALP into a meaningful vehicle for
  teacher growth and development.

4
Core Module Two The Annual Learning Plan

• In this module, participants will (Continued)
• Participate in cooperative activities that
  connect the ALP to
• Teaching and leadership practice
• The 16 competencies that form the basis of the
  performance appraisal for experienced teachers
• The improvement goals of their school and school
  board
• Input from parents and students
• Practice collaborative skills while working
  through realistic scenarios related to the
  development of the ALP

5
The Annual Learning Plan

• Participant Appraisal Expertise
• On the index card you have been given
• Write three questions you personally have about
  the Annual Learning Plan.
• Write something you like about the Annual
  Learning Plan.
• Write something you are concerned about with
  respect to the Annual Learning Plan.
• Find a partner and share your questions and
  ideas. Do you have any in common?

6
The Annual Learning Plan

• Part Two Features and Requirements of the ALP

7
Features and Requirements of the ALP

• The Annual Learning Plan (ALP) is an essential
  component of the performance appraisal process
  for experienced teachers
• The ALP supports experienced teachers
  professional learning and growth in the
  evaluation year and throughout the intervening
  years between appraisals
• The ALP is teacher-authored and developed in
  consultation with the principal

8
Features and Requirements of the ALP

• In developing their ALP, teachers have the
  opportunity to reflect parent and student input
  in their professional growth goals
• The ALP documents experienced teachers
  professional growth from year to year and
  appraisal to appraisal
• In developing the ALP, teachers identify
  professional growth goals and strategies

9
Features and Requirements of the ALP

• Teachers must take into account
• The comments and suggestions from the summative
  report of their most recent performance appraisal
• Their ALP from the previous year, and
• Their learning and growth over the previous year

10
Features and Requirements of the ALP

• Teachers may also consider the following in the
• development of their ALP
• Comments and suggestions from professional
  dialogue with the principal and colleagues
• Their own professional interests
• Their career stage and perceived career path
• Continued

11
Features and Requirements of the ALP

• Teachers may also consider the following in the
• development of their ALP (continued)
• Self-assessment of their strengths and areas for
  growth
• Improvement goals of their school and board
• Personal commitments and sense of self-efficacy

12
The Annual Learning Plan

• Part Three Effective Practice

13
Effective Practice

• The ALP is intended to form the basis of
  professional dialogue between the teacher and the
  principal
• The ALP helps principals learn more about
  teachers in their schools including their
  aspirations, strengths and professional learning
  interest and needs

14
Effective Practice

• Many principals and teachers choose to meet to
  review and update the ALP on an annual basis even
  though a meeting to discuss the ALP is not
  required except in an evaluation year
• An annual meeting to discuss the ALP is
  recommended as an effective practice

15
Effective Practice

• The ALP is a living document which should be
  revisited, reviewed and updated often
• In this way, the ALP becomes a meaningful vehicle
  that supports experienced teachers ongoing
  professional growth and development

16
The Annual Learning Plan

• Questions Discussion

17
The Annual Learning Plan

• Part Four Working with the ALP

18
Working with the ALP

• Activity One
• The Role of Professional Dialogue in Developing
  the ALP
• Define and identify the benefits of professional
  dialogue in the development of the ALP
• Discuss ways to improve the quality of
  professional dialogue

19
Working with the ALP

• Professional Dialogue
• That we talk together in our schools is vitally
  important in these changing times. How we talk is
  as important, for it is how we talk that
  influences the personal and collective
  satisfaction that motivates us to continue
  talking together in our schools.
• Bob Garmston and Bruce Wellman

20
Working with the ALP

• Activity Two
• Identifying Professional Growth Goals and
  Strategies
• Contemplating the 16 Competencies
• Working with the 16 competencies
• Making connections with effective teaching
  practice
• Continued

21
Working with the ALP

• Activity Two
• Identifying Professional Growth Goals and
  Strategies
• Contemplating the 16 Competencies
• Linking the 16 competencies with growth goals
• Writing growth goals, identifying strategies for
  meeting them and establishing timelines

22
Working with the ALP

• Activity Three
• Updating the Annual Learning Plan
• Denise Beaulieu
• Is a grade 2/3 early-career teacher in the second
  year of her first evaluation cycle
• Has several students in her class with Individual
  Education Plans and a number who are from
  immigrant families and most are learning English
  as a Second Language
• Coaches junior girls volleyball with a colleague
  and sits on the primary play day committee

23
Working with the ALP

• Activity Three
• Updating the Annual Learning Plan
• Peter Stockard
• Is a teacher in the 4th year of his second
  evaluation cycle
• Teaches grade 6 core subjects, as well as visual
  arts, drama and physical education
• Has several students in his class who have
  Individual Education Plans and several who are
  learning English as a Second Language
• Is in process of reviewing and updating his ALP

24
Working with the ALP

• Activity Three
• Updating the Annual Learning Plan
• Seema Mohammed
• Is a teacher in the fourth year of her first
  evaluation cycle
• Teaches at the secondary level and her timetable
  includes university-destination, biology, and
  chemistry courses in grades 11 and 12 as well as
  one grade nine applied science course
• Has had consistently successful appraisal ratings
  and is starting to look for opportunities to
  share her skills with her colleagues and broaden
  her teaching experiences
• Is in the process of reviewing and updating her
  ALP

25
Working with the ALP

• Activity Four
• Considering Parental and Student Input in
  Identifying Professional Growth Goals and
  Strategies
• When parents, teachers, students, and others view
  one another as partners in education, a caring
  community forms around students and begins its
  work
• Joyce Epstein

26
Working with the ALP

• Activity Four
• Considering Parental and Student Input in
  Identifying Professional Growth Goals and
  Strategies
• Parental and student input is an important
  vehicle for informing professional learning and
  teaching practice
• Taking parental and student input into account
  also helps foster positive relationships, a sense
  of openness and fairness, and an atmosphere of
  trust and respect

27
Core Module Two The Annual Learning Plan

• Guided Reflection
• Reflection is what allows us to learn from our
  experience it is an assessment of where we have
  been and where we want to go next.
• Kenneth Wolf