GUSD Overview Prof Growth & ILP

OVERVIEW OF PROF GROWTH THROUGH THE ILP

The GUSD Teacher Induction Program provides a framework for effective teaching practice based on the California Standards for the Teaching Profession and Induction Standards. The process is guided by the collaborative relationship between the Participating Teacher and Mentor Teacher as they work toward the Participating Teacher’s professional growth goals as co-developed in the Individual Learning Plan.

Each teacher candidate develops goals based on the California Standards for the Teaching Profession (CSTP) within the context of their Individual Learning Plan (ILP) within 60 days of their enrollment in the program. Each candidate works with their mentor to self-assess and reflect on current level of proficiency in CSTP elements and develop professional goals for their Individual Learning Plans.

With collaborative support from the Mentor Teacher, the teacher chooses CSTP elements and specific professional development activities which are job-embedded and will be the focus for their semester-long inquiry-based action research. The Mentor Teacher provides support for at least one hour per week to best meet the individual immediate and long-term needs of the teacher and their students.

Teacher and Student Goal Setting & Professional Development Reflection

The Participating Teacher and Mentor Teacher co-develop professional goals based on the assessed areas for growth. The goals are framed as inquiry focus questions and professional growth goal statements. A related student outcome goal is also developed as a critical indicator of success. These components are shared with the Participating Teacher’s administrator during a Triad Meeting held between administrator, Participating Teacher and Mentor Teacher. The administrator provides appropriate input and support as desired. Any additions or changes made by the administrator to be incorporated into the ILP goals are noted on the Triad Meeting signature page. This is also where the administrator and all parties sign off that they “understand and agree that this Individual Learning Plan is designed and implemented solely for the professional growth and development of the Participating Teacher and not for evaluation for employment purposes.”

Identify Next Steps for Planned Professional Development

The Mentor Teacher supports and guides the Participating Teacher in selecting resources for action research to be implemented in the Participating Teacher’s classroom based on their inquiry question, professional growth goal and student outcome goal. Resources must include at least one professional development resource (workshop, webinar, online educator professional development) and at least one textual resource (professional text or journal article) as well as a third professional resource. In addition to being a second professional development or textual resource, this third resource can include observation of a colleague or mentor; mentor or colleague consultancy; demonstration lesson done by a colleague or mentor; or book study done with the Mentor Teacher.

Participating Teachers implement strategies and activities in their classrooms with support from the Mentor. With their Mentors they establish baseline data and collect ongoing evidence and data to be analyzed collaboratively throughout and at the end of the inquiry. The Participating Teacher chooses one lesson to be observed by the Mentor Teacher during each inquiry cycle and meets prior to the observation for a planning conversation and after the observation for a reflective conversation. The lesson plan and Mentor Teacher observation notes are part of the body of evidence collected and reflected upon during the ILP inquiry. A Post-Inquiry Summative Reflection is the culminating piece being a reflection on the progress made toward attainment of the professional and student outcome goals set and tying all of the components of the ILP inquiry together with an emphasis on lessons learned, next steps and future applications.

The Participating Teacher will do three ILP inquiries over the course of the Induction Program with time devoted during the first semester of the first year to getting to know the Participating Teacher’s context and learning how to develop inquiry questions, growth goals and student outcome goals. Early Completion Option candidates will do two full inquiries in one year. After the first inquiry, subsequent ILP focus questions, growth goals and student outcome goals are due within 60 days of the beginning of the next semester. Subsequent triad meetings after the first meeting may be held as dyad meetings between the Participating Teacher and administrator due to ease of scheduling but must take place before implementing each new inquiry

Scope and Sequence Flow Map

ECO Scope and Sequence Flow Map

CSTPs 1-6 Self-Assessment Continuum of Practice

Sample CSTP 1 Sub-elements

Video Reflection Questions

Context for Teaching Class Profile

SPED Classroom Profile

Reflective Questions on Class Context

Getting to Know Your Campus Checklist

Individual Learning Plan

ILP Submission Checklist

ILP Submission Checklist Purposes:

• It can be used as a checklist to guide the candidate and mentor through the sequence of each inquiry

• It is used as the rating sheet by the mentor who rates the candidate’s work. The checklist indicates whether the candidate’s work meets requirements or needs revision per the Holistic Scoring Rubric. Work needing revision must be re-submitted until it meets requirements.

• It is a record of candidate competency in successfully completing the components for Induction.

• Together the checklists comprise the transportability document that is sent to other Induction programs or entities needing verification of a candidate’s status regarding Induction program completion.