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Definition
Definition
Teachers develop Professional Growth Plans annually to help them identify areas of professional development that will enable them to enhance their practice. Teachers are accountable for implementing and completing the plan and should use it as a starting point for the school year. Professional Growth Plans cannot replace Individual Professional Development Plans (IPDP), nor can Individual Professional Development Plans replace Professional Growth Plans.
Professional Growth Plans should reflect the evidence available and focus on the most recent evaluation and observations. Each should be individualized to address the needs of the teacher. Professional Growth Plans must be clear and comprehensive. They must align to the most recent evaluation results and propose a sequence of activities leading to progress toward the goals.
Professional Growth Plans are intended for teachers to create as follows:
Accomplished (Self-Directed)
Skilled (Jointly Developed)
Developing (Evaluator Guided)
District 3 year plan
District 3 year plan
Use this for your Professional Growth Plan
Key COmponents
Key COmponents
The following are recommended components of the Professional Growth Plan:
The following are recommended components of the Professional Growth Plan:
Domain(s) aligned to the goal(s)
Description of alignment to district and/or building improvement plan(s)
Goal Statement(s) Demonstrating Performance on Ohio’s Standards for the Teaching Profession
Action Steps & Resources to Achieve Goal(s)
Qualitative or Quantitative Measurable Indicators: Evidence Indicating Progress on the Goal(s)
Dates Discussed
Evaluator’s signature verifying the proper procedures as detailed in the local contract have been followed
NOTE: HQSD does not necessarily have to align with PGP, but can be considered for alignment purposes.
Sample Professional Growth Plan
Sample Professional Growth Plan
PGP goal for Grade 2
PGP goal for Grade 2
Domain: Focus for Learning
Rubric Component: Connections to State Standards and District Priorities – The teacher’s instructional plan incorporates activities, assessments, and resources, including technology, that align with student needs, school and district priorities, and Ohio’s Learning Standards. The teacher participates in studying and evaluating advances in content and provides input on school and district curriculum.
District/Building Improvement Alignment: OIP - By 2020, all students PreK-12 will demonstrate at least one year of growth annually on state and/or district approved assessments. In addition, low performing subgroups will also earn at least 70 Annual Measurable Objectives (AMO) points on the building and district report cards. Staff will provide multiple, tiered ways for students to show understanding of the concepts being taught. This will be evident in the adult implementation and the student performance sections of our TBT documentation forms from our 5 Step-Process.
Goal: During the 2019-2020 school year, I will implement an instructional plan that incorporates activities, assessments, and resources, including technology, that align with student needs, school and district priorities, and Ohio’s Learning Standards so that my Grade 2 students will demonstrate at least one year of growth on state and/or district approved assessments. In addition, low performing subgroups will also earn at least 70 Annual Measurable Objectives (AMO) points on the building and district report cards.
Action Steps:
Implement STAR to assess students, analyze data, set student learning goals and adjust instruction X times per year.
Implement Fountas and Pinnell benchmarking to progress monitor students, set learning goals and adjust instruction X times per year.
Design formative/summative assessments to reflect Ohio Learning standards related to ELA and Math at Grade 2, analyze results, and adjust instruction as an on-going process.
Review Grade Level curriculum maps, adjust pacing and resources as necessary, and track frequency of standards use.
Use the 5-Step Process to collect TBT student performance documentation.
Evidence of Progress:
Documented analysis of STAR data, creations of student learning goals, and progress monitoring of goals.
Documented analysis of Fontes and Pinnell benchmarking data, creations of student learning goals, and progress monitoring of goals.
Samples of aligned assessments and documented analysis of formative /summative assessment data.
Documented tracking of standards implementation and adjustments to maps.
Documentation of student performance provided to TBT.
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