Post on 23-Dec-2015
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 Data
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.
Student Achievement Data
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
Student Achievement Data
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 Goal
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 ___________.
Student Achievement SMART Goal
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.
Student Achievement SMART Goal
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.
Student Achievement SMART Goal
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
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
Educator Professional Learning Goals
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 Objectives
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.
Professional Learning Objectives
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.
Changes in Educator’s Practices and Results
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.
Changes in Educator’s Practices and Results
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