Samples and examples of professional growth plan for teachers ohio

Leading for Educational Excellence…

 The Trumbull County Educational Service Center, as a visionary leader in education, provides high-quality services to school districts and communities through cost-effective and cooperative programs that promote the highest levels of learning.

 The Trumbull County Educational Service Center provides educational leadership and instruction in the areas of curriculum development, special education and technology. The Center employs teachers, therapists, psychologists and other specialists who work directly with approximately 25,000 students in 20 school districts. In addition, the Center conducts professional growth seminars for approximately 2000 teachers each year.  The Trumbull County Educational Service Center works in conjunction with the school districts to provide programs that promote the highest level of learning for children in Trumbull County, Ohio. 

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. The school or district should provide for professional development opportunities and support the teacher by providing resources (e.g., time, financial). 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 Accomplished (Self-Directed), Skilled (Jointly Developed), and Developing (Evaluator Guided) Teachers. (adsbygoogle = window.adsbygoogle || []).push({});

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.

Developing Professional Growth Goals

The Ohio Teacher Evaluation System 2.0 goal-setting process is a way for teachers to enhance or improve specific aspects of teaching. Clear professional goals identify the focus and direction for improving practice and make a direct impact on student learning. Meaningful goals help teachers attain higher levels of performance and effectiveness. The Professional Growth Plan should focus on only one to two goals.

To make a positive impact on instruction and achievement, goals must be based on an accurate assessment of teacher performance and student learning needs. Evaluators or teachers should develop goals using multiple data sources, including self-assessment based on the standards, high-quality student learning data and identified focus area(s). Goals must align to any school district and/or building improvement plan(s); consider alignment to vision and mission of any plan(s). Evidence of progress toward the one or more goals must be measurable. In addition, evidence may be qualitative, quantitative or both.

During the Professional Growth Plan process, it is suggested that teachers meet with their evaluators at least three times to — (1) set goals, (2) assess progress and (3) reflect on the work at the end of the academic year. These discussions can occur during the pre-conference, post-conference and end-of-year Final Summative Conference — or as the evaluator determines is necessary.

Reflective practice is a way for teachers to consider what they know and are able to do, thereby identifying areas of strength and those for further development. Districts may decide which of the following tools help their teachers engage in the reflection and self-assessment processes. Schools can use parts or all of the three tools below, which also appear on the Ohio Department of Education website:

• Using the Standards for the Teaching Profession for Self-Assessment—At broader scope, this guidance will help teachers begin reflecting on their practice, knowledge and skills related to the Ohio Standards for the Teaching Profession. The document poses questions to probe teachers’ strengths and potentials for growth in each standard area.
• Ohio Continuum of Teacher Development: A Resource Tool for Educators—Teachers may want to reflect more deeply on their practices using this tool. The Ohio Continuum of Teacher Development is designed to support educators as they develop the skills and knowledge they need to offer the highest-quality education to Ohio students. The continuum is based on the Ohio Standards for the Teaching Profession and describes teachers’ development throughout their careers. The document includes a column for recording supporting evidence.
• Self-Assessment Summary Tool—Finally, after teachers have used one or both of the above tools, they can use the Self-Assessment Summary Tool to identify areas of strength and growth, think about sources of evidence and establish priorities to enhance practice overall. After teachers establish these priorities, they should use them to help develop goals for the Professional Growth Plan and to guide them and their evaluators in the identification of focus area(s).

Source: Ohio Department of Education. (2020). OTES 2.0 Model (032720).

Sample Professional Growth Plan (adsbygoogle = window.adsbygoogle || []).push({});

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:

1. Implement STAR to assess students, analyze data, set student learning goals and adjust instruction X times per year.
2. Implement Fontes and Pinnell benchmarking to progress monitor students, set learning goals and adjust instruction X times per year.
3. 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.
4. Review Grade Level curriculum maps, adjust pacing and resources as necessary, and track frequency of standards use.
5. Use the 5-Step Process to collect TBT student performance documentation.

Evidence of Progress:

1. Documented analysis of STAR data, creations of student learning goals, and progress monitoring of goals.
2. Documented analysis of Fontes and Pinnell benchmarking data, creations of student learning goals, and progress monitoring of goals.
3. Samples of aligned assessments and documented analysis of formative /summative assessment data.
4. Documented tracking of standards implementation and adjustments to maps.
5. Documentation of student performance provided to TBT.

Local Decision Points for PGPs (adsbygoogle = window.adsbygoogle || []).push({});

How many goals are teachers required to have on the PGP?

What is the district timeline for development of the PGP?

How will it be determined that the PGP is aligned to any district and/or school improvement plan(s)?

Source: Ohio Department of Education. (2020). OTES 2.0 Model (032720).

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