Individual Professional Development Plan

1. Individual Professional Development Plan Fall School Improvement Conference December 2, 2009

2. Agenda • Welcome • Setting the Michigan Context • Short Video • Overview of IPDP Online Tool and Process • IPDP and Phases • Closing

3. Setting the Michigan Context Section 1526: • Mentor • Individual Professional Development Plan • 15 days of PD across first 3 years

4. Setting the Michigan Context • Michigan Standards for Ensuring Excellent Educators • Vision and Standards for Professional Development • Professional Learning Strategic Plan

5. IPDP Aligns with: • School Improvement Plan • Professional Standards for Michigan Teachers • Content Expectations • Registry of Educational Personnel

6. IPDP Focus • Data-based Decisions • Student Achievement • Attention to Content AND Pedagogy • Evidence of Improvement • Reflective Improvement • Implementation of Educational Technology (On-line Tool)

7. How Did We Get Here? • Input of Stakeholder Groups • Support of Great Lakes East • Reactions of Focus Groups

8. IPDP & PD Reflection Cycle

9. Video

10. IPDP Overview

11. “Wizard” Approach

12. User-Friendly

13. Identifying Student Needs

14. Identifying Student Needs

15. Tips, Tools & Checklists

16. Identifying Professional Needs

17. Identifying Professional Needs

18. Identifying Student and Professional Needs In groups… • Discuss what Mr. Kimball’s students might need and what data sources might be helpful. • Brainstorm what Mr. Kimball’s professional needs might be. • Name other content needs may connect to the GLCEs. • Neighbor Nudge.

19. Developing Professional Goals

20. Developing Professional Goals

21. Developing Professional Goals In groups… • Discuss some potential goals and measurable objectives for Mr. Kimball that align with his student and professional learning needs. • Relate content goals to specific GLCEs in your content area. • Share with the group.

22. Planning Learning Activities

23. Planning Learning Activities

24. IPDP and Phases • Foundations in Mentoring. New Teacher Center @ University of California, Santa Cruz

25. Reflecting After Activities

26. Reflecting After Activities

27. Collecting Evidence of Student Change

28. Collecting Evidence In groups… • Discuss how Mr. Kimball might collect data to assess his learning AND his students’ learning in relation to his professional development activities and goals. • Share with the group.

29. Adjusting as Needed

30. Completing Annual Reflection

31. Completing Annual Reflection • How well did I meet my goal(s) and measurable objective(s)? What evidence do I have? Which professional learning activities most helped me move toward my goal(s)? How? • How well did I meet my goal(s) and measurable objective(s)? What evidence do I have? Which professional learning activities most helped me move toward my goal(s)? How? • What changes did I make to the plan throughout the year and why? • What went right? What went wrong? • What would I do differently next time? • Did my plan work as expected? Why or why not? • What does my work on this plan contribute (or not) to my plan for next year? • Based on this experience, what goal(s) might I consider for next year?

32. Where Are We Now? • Regional Field Test Sites • Online tool used by novice teachers and mentors • Field Test through June • Feedback via survey and interviews • Improved based on feedback • Roll out Fall 2010

33. Questions & Answers

34. Contact Information • Karen Hairston • hairstonk@michigan.gov • Donna Hamilton • hamiltond3@michigan.gov • 517.241.4546 • Bonnie Rockafellow • rockafellowb@michigan.gov • 517.373.7861

35. Closing