Personal Leadership Goal:
Embedded Files
Indicator number: 4.3.3
Indicator name: Teacher Outcomes
Analyze individual teacher development trajectory to ensure professional growth for each teacher through formal and informal conversations.
Monthly Action Plan for Progress:
Action Steps:
By When and With Whom?
Results/Impact?
September: Scheduled one-on-one meetings with each teacher to review their professional growth goals for this year and discuss their progress by reviewing last year's goals.
October 1-10 Grades TK-2
October 11-20 Grades 3-5
These meetings provided personalized feedback and allowed teachers to reflect on their growth, leading to more targeted professional development plans. Teachers felt valued and supported, which improved their engagement with professional growth opportunities.
October: Scheduled one-on-one meetings with support staff to review their professional growth goals for this year and discuss their progress by reviewing last year's goals.
November 1-10 field supervisors, teacher assistants
November 11-20 office staff, Sped Assistants
Thi provided personalized feedback and allowed teacher assistants and yard supervision staff to reflect on their roles and growth. They felt valued and supported in their contributions to the school, which will improve their overall effectiveness in supporting student learning and safety.
November: Implemented peer observation cycles where teachers observed each other’s classrooms and provided feedback aligned with their development goals, as well as, learn from each other.
Ms.Baxter, New Hire (observing)
Teacher Tyler, New Teacher (observing)
Ms.Suzzette, New Teacher (observing)
by November 15, 2024
Teachers benefited from seeing different teaching styles, which fostered a culture of collaboration and continuous improvement. This peer feedback also helped teachers refine their practice, increasing student engagement and instructional quality.
December: Implemented peer observation cycles where teachers observed each other’s classrooms and provided feedback aligned with their development goals, as well as, learn from each other.
Ms.A Flores, New Kinder Teacher (observing)
Ms.Choi, New Teacher, (observing)
by December 13, 2024
Teachers benefited from seeing different teaching styles, which fostered a culture of collaboration and continuous improvement. This peer feedback also helped teachers refine their practice, increasing student engagement and instructional quality.
January: Implemented peer observation cycles where teachers observed each other’s classrooms and provided feedback aligned with their development goals, as well as, learn from each other.
Ms.Jones, New Teacher (observing)
Ms.S. Flores, Veteran Teacher, (observing)
by January 31, 2025
Teachers benefited from seeing different teaching styles, which fostered a culture of collaboration and continuous improvement. This peer feedback also helped teachers refine their practice, increasing student engagement and instructional quality.
February: Provide informal feedback through regular walk-throughs, offering specific suggestions for instructional improvements.
All 16 classrooms weekly, start February 3, 2025 with Principal
Teachers appreciated the informal observations. They appreciated the feedback we gave at the end of the month, but they prefer on the spot feedback and also a simple post-it.
March: Met with 3 teachers individually who requested extra support. Held one-on-one coaching meetings with each teacher to discuss progress toward individual professional goals.
5th grade Team
Teachers reported feeling more supported and reflective about their growth. Two out of 3 teachers adjusted their goals based on these conversations.
April: Regularly visited classrooms and followed up with informal check-ins to provide personalized feedback and identify growth opportunities.
Focused on 2nd grade Team (no state testing)
These informal touch points built trust and opened dialogue about challenges. Teachers shared about their experience with this year's cohort and would like to work together to finish off the year strong.
May: Regularly visited classrooms and followed up with informal check-ins to provide personalized feedback and identify growth opportunities.
Focused on Kinder team (no state testing)
Teachers became more proactive in seeking resources and support for their development. Teachers requested to attend a conference this summer to ensure the kinder team is supporting the incoming students with writing.
June: Regularly visit classrooms and followed up with informal check-ins to provide personalized feedback and identify growth opportunities.
Focus on 1st grade team (no state testing)
I met with our two teachers today to review the work they've done and analyze NWEA math/reading data. We spoke about areas of growth for next year, but also celebrated all of the small wins.
Evidence of Growth or Competency:
This schedule was created to give teachers structured time to plan using their internal benchmark assessments, observe each other’s teaching, and debrief together. The goal was to make space for real collaboration and reflection that could actually impact instruction. It only takes place every other Wednesday, so it doesn’t overwhelm the weekly schedule. The idea started when two teachers overheard me telling a new teacher that she was welcome to go observe other classrooms to get a feel for how we do things here. They got excited and asked if they could do the same. From there, we met and co-created a schedule that worked for everyone’s prep times and grade levels. Now, during these sessions, teachers look at data, plan out their next unit, and take turns visiting each other’s rooms. It’s been a great way to build trust, learn from each other, and keep instruction focused and intentional.
Page updated
Report abuse