individual professional development plan growing as educators to increase student achievement

Individual Professional Development Plan

Growing as Educators to Increase Student Achievement

What is your IPDP?

An Individual Professional Development Plan (IPDP) is your plan for how you will grow as a professional during the school year.

The IPDP should reflect your professional learning needs related to improving student achievement and enhancing your craft as an educator.

DCPS IPDPs

FLDOE guidelines require that instructional personnel use the district-approved IPDP template.

MINT Participants and school counselors have specific IPDP templates.

The IPDP template may not be altered with the exception of inserting rows for additional professional learning objectives as needed.

Getting Started

Before writing your IPDP consider the following: current classroom-level disaggregated student achievement data

your IPDP from last year

your evaluation from last year

the School Improvement Plan (SIP)

school initiatives such as professional learning community (PLC) work

Completing the IPDP

The Six IPDP Sections

Student Achievement Data

Student Achievement SMART Goal

Educator Professional Learning Goals

Professional Learning Objectives

Changes in Educator’s Practices

Results


STUDENT ACHIEVEMENT DATAReview classroom-level disaggregated student achievement data for students currently assigned to you.

Select your identified student group based on the following: your data analysis, School Improvement Plan, school initiatives, team goals, and the results from your previous year’s IPDP. Both formative and summative

data may be included. Behavioral data may also be included.

Identified Student Group Within a Class/Section

Assessment Type(right click to add rows as needed)

Current Score

AverageGoal

Mid-Year Score

(as needed)

Final Score Average

Student Achievement DataIdentified Student Group:

Based on performance data which indicate improvement is needed, identify a group of students currently assigned to you that will be your focus.

Consider groups identified by classroom data, the School Improvement Plan, school initiatives, team goals, and behavioral data related to content area skills.

Select one group of students to identify for your IPDP identified student group.


Examples of Identified Student Groups:Lowest 25% by Content Area Exceptional Student Education

(ESE)

English Language Learners (ELL) Students with Disabilities (SWD)

FCAT/EOC Achievement Levels (example: Level 2 Math)

PRS Success Zones in FAIR (example: Low Success, Red)

Florida Alternate Assessment Levels Retained Students

Subgroups by Ethnicity Gifted Students

Students in RtI Tier II Gender Groups

Overage Students Students with Attendance Issues

Economically Disadvantaged Behavior Groups


Assessment Type:

Formative assessments, such as progress monitoring instruments, FAIR, unit tests, writing prompts, student portfolios or journals, exit slips, quizzes/tests using NGSS and CCSS question stems, or other teacher/district assessments are a few examples.

You may also include summative data such as FCAT and EOC exams or behavioral data related to content area skills.

Student Achievement DataInclude numerical assessment data for the students in your identified group.

What is your identified group’s current score average?

Where do you anticipate your group will score by the end of the year? This becomes your data goal.

During the year, you may want to update the mid-year scores for your identified group so you can revise your IPDP Professional Learning Objectives to meet your learning needs.

Identify a challenging but attainable goal

Calculate the final score average for the

students in your identified group

Only one identified student group is required

Your IPDP may include formative and summative

data

Calculate the current score average for the

students in your identified group

Student Achievement DataSTUDENT ACHIEVEMENT DATA

Review classroom-level disaggregated student achievement data for students currently assigned to you. Select your identified student group based on the following: your data analysis, School Improvement Plan, school initiatives, team goals, and the results

from your previous year’s IPDP. Both formative and summative data may be included. Behavioral data may also be included.

Identified Student Group Within a Class/Section Assessment Type

Current Score

AverageGoal

Mid-Year Score

(as needed)

Final Score Average

Tier II Behavior students in my 2nd grade homeroom (5 students)

2nd Grade CCSS District Math Assessment 30% 60% 36% 57%

Individual Teacher-Developed Student Behavior Charts 0 out of 5

are successful

4 out of 5 students will be

successful

3 out of 5 students

4 out of 5 students


STUDENT ACHIEVEMENT SMART GOALYour Student Achievement SMART Goal (Strategic and Specific, Measurable, Attainable, Results-based, Time-

bound) must be specific to the student group you have identified and indicate measurable improvements that are expected in student achievement as a result of your professional learning.

At least ____% of my _________________ students will score at or above ____% on the _____________________ by ___________.


A SMART Goal is…

Strategic & Specific: The outcome or end result is clear.

Measurable: Numerical evidence that will indicate if the goal has been achieved.

Attainable: The goal may be a challenge, but it is possible with available resources.

Results-oriented: An identified area.

Time-bound: A date by which the goal will be achieved.


Examples:At least 75% of my students in the “Lowest 25%” in 5th grade math will score at or above 60% on progress monitoring assessments by March.

80% of my 2nd grade ELL students will demonstrate a probability of reading success (PRS) score of 54% or above on AP3 of FAIR in the spring.

Non-examples:A majority of my class will increase their FCAT score.

Most of my 9th grade algebra students will pass their EOC exam.


How many of the students in your group can reach the established

goal?

This is the same percentage goal from

the section above

Name of the

assessment

Date or month

Name of identified student group and

grade level

STUDENT ACHIEVEMENT SMART GOALYour Student Achievement SMART Goal (Strategic and Specific, Measurable, Attainable, Results-based, Time-bound) must be specific to the

student group you have identified and indicate measurable improvements that are expected in student achievement as a result of your professional learning.

At least 60% (3 out of 5) of my Tier II Behavior students in my 2nd grade homeroom will score at or above 60% on the final administration of the 2nd Grade CCSS District Math Assessment in May.

Educator Professional Learning Goals Each educator’s goals will vary based on the

students assigned to them, their grade level, content area, certification, etc.

Your professional learning goals should reflect the professional development you need to be an effective educator.

The IPDP focus is on professional learning goals for the current school year.

Educator Professional Learning GoalsYour professional learning goals should include consideration of the following:

learning opportunities needed to help you meet your SMART Goal professional practice needs (ex: OOF, additional certifications)

School Improvement Plan (SIP)

results of your previous year’s IPDP

your evaluation from last year

school initiatives

administrator recommendations


This narrative section provides a place for you to personalize your IPDP and reflect on the learning you want to achieve during the

school year.

EDUCATOR PROFESSIONAL LEARNING GOALSYour Professional Learning Goals will reflect the individual professional development you need to meet your Student

Achievement SMART Goal and other professional practice needs. It will be helpful to reflect on the results of last year’s IPDP as you develop your learning goals for this year. Additional professional learning needs may be identified

when you meet with your administrator to review your IPDP.

My professional learning goals this year are to effectively implement Tier II RtI behavior strategies and improve my classroom rituals and routines because the students in my classroom with chronic behavior needs are also the lowest performing in math. I want to focus on positive behavior support systems that will help me create a respectful classroom environment that is focused on learning.


PROFESSIONAL LEARNING OBJECTIVESTo address my Student Achievement SMART Goal and Professional Learning Goals, I will

complete the following specific professional learning:

Professional Learning (a minimum of two are required) Implementation Plans

Anticipated Date of

Completion

Actual Dateof Completion

Professional Learning ObjectivesWhat professional learning will you complete?

District, school-based, and/or individual

Participation in a collaborative professional learning community (PLC)

Self-directed research, ex: web-based research, professional reading, coursework

A minimum of two are required.

Professional Learning ObjectivesIf a PLC is selected, it must meet the definition.

A Professional Learning Community (PLC) is a group of educators who meet on a regular basis to collaboratively:

• examine standards, • analyze data and student work, • plan lessons, and • infuse research-based teaching practices into classrooms.

Professional Learning Objectives Your professional learning objectives will directly

support your SMART Goal and Professional Learning Goal.

It is helpful to begin your learning objectives with an action verb. State the professional learning you will complete and the knowledge, skills, and/or behaviors you will acquire in order to meet your goals.

This section is not intended to include all of your professional learning for the year.

Professional Learning ObjectivesExamples of Appropriate Learning Objectives:

Participate in a Professional Learning Community with other 5th grade math teachers to analyze student data and develop differentiated lesson plans.

Collaborate with the instructional coach on a consistent basis to enhance my use of informational text during the literacy block.

Non-examples:

School PLC

CHAMPS Training

Professional Learning ObjectivesImplementation Plans:

Explains what you intend or plan to do in your classroom as a result of your professional learning.

Identifies the knowledge, skills, strategies, and/or behaviors that you plan to implement.

Additional strategies or modifications in initial plan may be needed as formative assessments and other feedback become available.

Professional Learning ObjectivesExamples of Appropriate Implementation Plans:

I will implement CHAMPS in my classroom by setting clear expectations and establishing rituals and routines that will benefit all students.

I will use disaggregated student data to differentiate instruction for whole class and small groups.

Non-examples:

I will put students into groups during centers.

I plan to use the standards to teach.

Professional Learning ObjectivesCompletion Dates:

When you create your IPDP, identify a reasonable Anticipated Date of Completion.

As you complete your Learning Objectives, record the Actual Date of Completion.

Dates should be revised if necessary.


Write a statement identifying the specific

learning you plan to complete. Date

learning objectives

were completed

.

Date you expect to complete

the activity.Write a statement that identifies

the knowledge, skills, strategies, and/or behaviors you plan to implement as a result of

your professional learning.

PROFESSIONAL LEARNING OBJECTIVESTo address my Student Achievement SMART Goal and Professional Learning Goals, I will complete the

following specific professional learning:

Professional Learning (a minimum of two are required) Implementation Plans

Anticipated Date of

Completion

Actual Dateof

Completion

Complete the CHAMPS for Elementary course to develop effective classroom management skills.

I will implement CHAMPS in my classroom by setting clear expectations and establishing rituals and routines that will benefit all students, not just the students with chronic behavior needs.

11/15/12 11/2/12

Changes in Educator’s Practices and Results

CHANGES IN EDUCATOR’S PRACTICESHow did the professional learning objectives you completed align with your intended goals?

Discuss how you changed your professional practices as a result of your professional learning.

Recommend attaching your response in a word document

RESULTSDescribe how students improved as a result of your professional learning and its application in your classroom. Consider the results of summative as well as formative assessments, including

teacher observations, linked with the Student Achievement SMART Goal.

Recommend attaching your response in a word document

Changes in Educator’s Practices This narrative section should be written toward

the end of the year. It provides you with an opportunity to reflect on your professional learning goals and the professional learning you have completed.

Be specific about how you changed your professional practices as a result of your professional learning.

Results This narrative section gives you an opportunity

to share how your students improved as a result of your application and implementation of professional learning.

Discuss whether or not you met your SMART Goal and your formative and/or summative data results.

You do not have to wait for FCAT or EOC results before completing this IPDP section.


Include specific examples in the narrative section.

CHANGES IN EDUCATOR’S PRACTICESHow did the professional learning objectives you completed align with your intended goals?

Discuss how you changed your professional practices as a result of your professional learning.

My professional learning this year was very beneficial in helping me improve my classroom management skills. One of my learning goals was to implement Tier II RtI strategies, and I think I was able to effectively do that using the individual student behavior charts. While I was attending CHAMPS training, my principal let me observe a colleague so that I could see what CHAMPS looks like when it is actually implemented. My professional learning and collaboration with my guidance counselor taught me how to set clear expectations and appropriately respond to students who misbehave.


Include specific examples in the narrative section.

RESULTSDescribe how students improved as a result of your professional learning and its

application in your classroom. Consider the results of summative as well as formative assessments, including teacher observations, linked with the Student Achievement

SMART Goal.Because 3 of 5 students scored at 60% or above on the final test, the SMART goal that 4 of 5 students would score at 60% or above was not met. However, I did have success with my Tier II behavior students because all scored above 50% on the final test and the final score average for this group was 57%, just below the 60% goal. It took longer than expected to significantly change my classroom environment. The rituals and routines implemented helped increase instructional time in math, which positively impacted all of my students. My professional learning helped me understand the importance of effective classroom management and its connection to student achievement.

Review Dates and Signatures The initial and end of the year dates of review with

your principal are required.

The mid-year review is conducted as needed.

Evaluation post-conferences and data conferences are excellent opportunities to review the IPDP, discuss student growth, and make adjustments to your professional learning objectives so that you are better able to meet student needs in your classroom.

Principal and Teacher will initial all changes.

IPDP Resources Web resources for information, forms, and samples: http://www.duvalschools.org/static/aboutdcps/departments/prodev/pdDocuments.htm

myprofile: teacher in-service records

http://www.duvalschools.org/static/aboutdcps/departments/prodev/pdDocuments.htm

http://www.duvalschools.org/static/aboutdcps/departments/prodev/pdDocuments.htm