Embedded Files
Developing an On-Going Professional Growth Record
As part of the ISB professional growth model we require all teachers to create a growth record that includes selected documentation that supports their professional inquiry and personal reflection on their teaching.
We believe that there are some key steps and questions that need to be tracked through a process of ongoing documentation, and therefore have provided these as a structure for teachers to follow.
A growth record structure is provided here for those that wish to use it.
Identify and Question:
Identify and Question:
What is your professional inquiry? Which of the standards correspond to this?
Ongoing Investigation and Exploration:
Ongoing Investigation and Exploration:
List and link to the evidence you continue to generate in pursuit of your professional inquiry. Referring to the evidence, describe what is taking place for you throughout the process. (This is expected to include observational feedback, student learning data, and student feedback, and how this evidence demonstrates growth within the continuum.)
Reflect:
Reflect:
How has your professional inquiry impacted student learning?
What thoughts do you now have for revising or changing your inquiry for next cycle?
We recognize that a growth record needs to allow for individuality in design and content, therefore we do not restrict teachers as to how this information is presented. In order to allow for continued dialogue, we require that the growth record is jointly accessible to both the teacher and divisional administrators so that it can be referenced in reflection meetings.
The format of this could be anything from a blog, website, ongoing Google Doc, or anything else that works for the teacher.
Required elements:
Evidence to support the standards of the continuum
Articulated goal, linked to where this comes from in the continuum.
Evidence to demonstrate growth towards the goal.
A summary and analysis of student learning data in relation to the goal.
A summary of student feedback collected by the teacher and evidence of how this is being used in the process.
Optional elements:
Peer collaborations/conversation
Mentoring
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