Professional Growth Plans PGP 2009-2010

1. Professional Growth Plans PGP2009-2010 Teacher Development Broward County Public Schools

2. What is the PGP? • An individual professional development plan • Relates to specific performance data for students to whom the teacher is assigned • Identifies professional development teachers need to attend that will increase the learning and academic progress of their students • Summarizes the effectiveness/impact of the professional development on student achievement

3. Who Completes a PGP? • All instructional personnel (BTU Collective Bargaining Unit members) • School-based and district-based

4. Why a PGP? • The purpose is for every teacher to pursue professional growth that will result in increased achievement for their students/clients • Professional development activities are selected based on data generated by the individual teacher’s students/clients • Every teacher completes a PGP annually pursuant to Florida Statute 1012.98(4b)(5)

5. PGP Parts 1, 2, & 3 • Part 1- teacher information and specific performance data for the students the teacher is assigned • Part 2 – objectives and specific measurable improvements expected in student performance as a result of professional development • Part 3 – evaluation of the effectiveness of the professional development

6. Part 1 • Heading – Teacher Information • Highly Qualified Status • ESOL Requirement • Student/Client Baseline Data

7. Part 2 • Goal Statement • Subgroups not making AYP plan • Professional Development Objective • Professional Development Focus

8. Part 3 • Impact of Professional Development • Sharing of Learning • Signatures (Initial and Final)

9. Highly Qualified Status • NCLB Act of 2001 requires all public school teachers of record assigned to teach core academic subject meet the federal definition of “highly qualified” teacher • Indicate current HQ status by checking the appropriate statement.

10. Highly Qualified Status • Teachers who do not meet HQ status will indicate their plan to become HQ • Specific criteria and steps for acquiring HQ status can be found in the NCLB charts provided by the Certification Department at: http://www.broward.k12.fl.us/certification/NoChildLB.html

11. ESOL Requirements • Indicate if ESOL training requirements have been met by checking the appropriate statement • Teachers in the process of completing ESOL training requirements provide the date they began training and the date training will be completed http://www.broward.k12.fl.us/esol/Eng/ESOL/ESOLEndorsement.htm

12. Student/Client Baseline Data • Review current students/clients specific performance data • Disaggregated Student/Client Data • School Improvement Plan (SIP) • School Professional Development Plan • School/District Initiatives • Teacher Certification Needs • Personal Growth Interests • Results from Previous Year’s PGP Outcome

13. Student/Client Baseline Data • When making decisions about which professional needs will be addressed first, priority should be placed on the needs identified from disaggregated student achievement/client data

14. Goal Statement • Should align to the performance baseline data • The statement is SMART • Specific • Measurable • Attainable • Results-oriented • Time-bound

15. AYP (Adequate Yearly Progress) • During data review, teacher looks at subgroups with a focus on students not making AYP • Teacher determines what professional development is needed to meet the needs of these students

16. Professional Development Objective • Teacher considers the following when writing this statement: • Data and Goal • Individual needs to improve practice • Addresses the gap between individual professional needs and student achievement needs

17. Professional Development Focus • Identify the general focus of the planned professional development • The professional development should be directly related to improve job performance to positively impact student/client learning • Teachers do not need to address all focus areas

18. Impact of Professional Development • Teacher will reflect on the relevance of the professional development on their teaching practice and student performance • Teacher writes a statement to summarize the outcome/impact of the professional development received during the school year • Consider how these results will shape future PGPs

19. Sharing of Learning • Teacher indicates how they will share what was learned with colleagues

20. Signatures • Signatures of the teacher and principal/site administrator are required at two different times • Initiation: teacher reviews draft of PGP for principal approval to proceed • Final Review: teacher and principal discuss the outcomes of the professional development and possibly plan for long term professional growth as part of the school’s continuous improvement planning

21. Timeline • September 30, 2009 : PGP Initiation completed • September 2009 – May 2010: Professional Development participation • June 10, 2010: PGP Final Review complete Principals/site administrators are required to maintain PGPs at the school/site for district/state review as needed

22. Questions? • School PGP contact: Principal/designee • District contact: • Deborah Porter, Coordinator Teacher Development, HRD deborah.porter@browardschools.com 754-321-3521