Olathe Professional Learning

Action Plan Process

Engage in Action Research on a topic of your own choosing.
Participate in professional learning activities through conferences, webinars, podcasts, reading, and research.
Earn points that are purposed for relicensure and movement on the salary schedule.

Those who may earn CEUs for relicensure, must have an Action Plan in place in order to earn CEUs for salary movement.

Click Here to Access the Action Plan Process Document

Implementing the Action Plan Process- Self-Paced Learning Session

Access a self-paced Nearpod to learn about the Action Plan Process which allows you to earn professional development points purposed for relicensure and salary movement. Included in the Nearpod module are instructions on how to implement the Action Plan Process, important due dates outlined in our Olathe Professional Learning Policies, and demonstrations of how to access and submit the necessary forms in Frontline Professional Growth.

Click here to access the Nearpod Module: https://app.nearpod.com/?pin=ym4en

Who Can Help Me With the Process?

Our Action Plan Coaches are ready and willing to help you successfully navigate the Action Plan Process! Click on your feeder pattern below to learn more about your Action Plan Coach and how to contact them. You can also reach out to Jenna Kuder for support at jkuderirc@olatheschools.org or at 5006-8180. We want to help you!

Olathe East Feeder Pattern

Natasha Roseberry is the Action Plan Coach for the Olathe East Feeder Pattern. Natasha teaches 3rd grade at Washington Elementary.

Email Natasha at nroseberrywa@olatheschools.org

Olathe North Feeder Pattern

Jenica Stock is the Action Plan Coach for the Olathe North Feeder Pattern. Jenica teaches 5th Grade at Washington Elementary.

Email Jenica at jstockwa@olatheschools.org

Olathe Northwest Feeder Pattern

Phyllis Clark is the Action Plan Coach for the Olathe Northwest Feeder Pattern. Phyllis teaches math at Olathe West High School.

Email Phyllis at paclark@olatheschools.org

Olathe South Feeder Pattern

Brett Hartin is the Action Plan Coach for the Olathe South Feeder Pattern. Brett teaches at the Juvenile Detention Center.

Email Brett at bwhartin@olatheschools.org

Olathe West Feeder Pattern

Tiffany Cross is the Action Plan Coach for the Olathe West Feeder Pattern. Tiffany teaches ELA at Santa Fe Trail Middle School.

Email Tiffany at tlcross@olatheschools.org

Click on the Action Plan titles below for sample SMART Goals.

Instructional Technology- Including the Use of Canvas

Sample 1: Based on my new learning and implementation of effective instructional technology practices, which may include the use of the Canvas Learning Management System, all of my students will show an increase in their academic success as measured by increasing their scores on (enter the measurement tool you will use here- Fastbridge, Unit Assessments, IEP Progress Monitoring, CTE Precision Exams, other) from beginning to end of each school year.
Sample 2: Based on my new learning and implementation of effective instructional technology practices, which may include the use of the Canvas Learning Management System, all of my students will score a 3 or higher on the student/teacher collaboratively developed engagement rubric by the end of each school year. (This would be a rubric that you would need to create).

Teacher Clarity

Sample 1: Based on my new learning and implementation of developing teacher clarity, all students will score 80% or higher on their end of course assessment each school year.
Sample 2: Based on my new learning and implementation of developing teacher clarity, all students will increase their scores on end of unit assessments from beginning to end of year each school year.
Sample 3: Based on my new learning and implementation of developing teacher clarity, all students will achieve their IEP goals as measured by their quarterly progress monitoring each school year.
Sample 4: Based on my new learning and implementation of developing teacher clarity, all students will increase their levels of engagement as measured by self-assessment on a class created engagement rubric each school year.

Student Engagement

Sample 1: Based on my new learning and implementation of effective student engagement strategies, all students will score 75% or higher on classroom unit assessments by the end of each school year.

Sample 2: Based on my new learning and implementation of effective student engagement strategies, all students will demonstrate engagement on assessed classroom activities as measured by scoring a 3 or higher on the student/teacher collaboratively developed engagement rubric by the end of each school year.

Teacher Estimates of Achievement

Sample 1: Based on my new learning and implementation of developing teacher estimates of achievement, all students will score 80% or higher on their end of course assessment each school year.
Sample 2: Based on my new learning and implementation of developing teacher clarity, all students will increase their scores on end of unit assessments from beginning to end of year each school year.
Sample 3: Based on my new learning and implementation of developing teacher clarity, all students will achieve their IEP goals as measured by their quarterly progress monitoring each school year.
Sample 4: Based on my new learning and implementation of developing teacher clarity, all students will increase their levels of engagement as measured by self-assessment on a class created engagement rubric each school year.

Develop Culture and Climate to Increase Student Engagement

Sample 1: Based on my new learning and implementation of developing a positive culture and climate to increase student engagement, all students will score 80% or higher on their end of course assessment each school year.
Sample 2: Based on my new learning and implementation of developing a positive culture and climate to increase student engagement, all students will increase their scores on end of unit assessments from beginning to end of year each school year.
Sample 3: Based on my new learning and implementation of developing a positive culture and climate to increase student engagement, all students will achieve their IEP goals as measured by their quarterly progress monitoring each school year.
Sample 4: Based on my new learning and implementation of developing a positive culture and climate to increase student engagement, all students will increase their levels of engagement as measured by self-assessment on a class created engagement rubric each school year.

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