Transcript The IPDP - Chittenden East Supervisory Union

The IPDP/Portfolio
It’s all about the Goal
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The Reflection
Individual Professional Development Plan
Improves Teaching and Learning:
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Is self-directed and standards based
Includes targeted learning and reflective practice
Includes self-assessment
Analysis of practice
Uses the knowledge and performance standards
of the endorsement
 The Five Standards for Vermont Educators
 Analysis of classroom data
SMART Goals that dovetail with annual
district assessment goal setting.
 Specific – what will happen
 Measurable – clear indicators of success
 Attainable – can be accomplished with available
resources
 Relevant – something needed that will improve student
outcomes
 Time-bound - when the goal will be met
MMUHS ACTION PLAN
SCHOOL: MMU DEPARTMENTS: English, Social Studies, Foreign Language, Science,
 SCHOOL YEAR: 2008‐2009
 DISTRICT GOAL:
 We will increase student achievement and close the achievement gap in reading and
writing in our school.
 We will increase student achievement and close the achievement gap in math our
school.
 Examples:
GOAL: Improve proficiency in writing in grades 10‐12 particularly those of low SES.
 GOAL: Improve writing proficiency of all incoming freshmen, particularly those of low SES.
 GOAL: Improve proficiency of all students in reading, particularly those of low SES.
 GOAL: Ensure correct placement in Grade 9 so that students can build skills to move ahead in
a Math program
How to Find Your Endorsement Area
From Your Website type in the address area
Education.vermont.gov
Educator Licensing
Regulations and Endorsements
Scroll to Licensing and Endorsement Areas
Teacher Endorsements
Find Your Specific Area
5440-05 English Competencies
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The holder is authorized to teach English language arts in grades
7-12.
In order to qualify for this endorsement, the candidate shall
demonstrate the following: Knowledge Standards:
Demonstrates knowledge of research-based principles and
processes underlying literacy development, and the
components of effective literacy instruction, as delineated
in current national professional standards and reflected in
Vermont’s Framework of Standards and Learning
Opportunities. Specifically, the educator understands
and/or knows:
Development of Oral Language and Literacy – Processes,
principles, and dimensions of oral language acquisition; the
relationship between oral language development and literacy
development; the impact of physical, emotional, and cultural
factors on language development and acquisition of reading and
writing; role of metacognition in reading, writing, listening,
speaking, and representing visually; the elements of effective
verbal and non-verbal communication
Literature and Media – A wide variety of quality, age-appropriate
literature and non-print media (i.e., film, video) across genres,
eras, cultures, and subcultures; literary elements and devices;
critical theories and approaches to analysis and interpretation of
literature and non-print media (e.g., historical,
deconstructionist, New Criticism)
Language and Word Study – The purposes of language and
approaches to analyzing language; etymology of the English
language; the pronunciation of English phonemes and their
graphemes; vocabulary development and its relationship to
literacy acquisition
Reading Comprehension and Fluency – Reading as the
process of constructing meaning from text; the
components of fluency; factors that influence
comprehension and fluency; typical elements and
features of narrative and expository texts, and how
readers' awareness of these features supports
comprehension; cognitive strategies and instructional
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(When writing your goals include the competency number then
use the part of the competency that relates to the goal you want.)
approaches for supporting comprehension and fluency
Written Expression – The composing processes that writers
use, and planning strategies most appropriate for particular
kinds of writing;
dimensions of quality writing and types of writing; the
conventions of written English; uses of writing portfolios
and benchmarks and standards for various age/grade levels
Assessment and Adaptation of Literacy Instruction – The
importance of individualizing the literacy program to address the
needs and strengths of learners; a variety of valid and efficient
language arts assessments appropriate for different purposes; the
observable characteristics of a variety of reading and writing
difficulties; strategies for modifying literacy instruction to
support the needs of individual learners, including English
Language Learners Performance Standards:
Implements a language arts curriculum that fosters
interest and growth in all aspects of oral and written
literacy in order to provide students with the
communication skills necessary to understand and
influence their own lives and to learn about the world,
including exploring personal identity and social
relationships, making ethical judgments, and critically
evaluating ideas. Specifically, the educator:
Literacy Development through Literature and Media –
The Learning Standard for Vermont
Educators – Link the Domain
Demonstrates knowledge of researchLEARNING
based principles and processes
(Expertise in the Endorsement Area)
underlying literacy development,
Each Vermont educator is
and the components of effective
knowledgeable about the standards literacy instruction, as delineated in
for his/her professional
current national professional
endorsement(s). Each educator
standards and reflected in Vermont’s
continues to acquire new learning
Framework of Standards and
in the content of his/her
Learning
endorsement(s) and reflects this
new learning in professional
Example
practice.
1.
Principle #1The educator has
LEARNING In each of my goals above, I
knowledge and skills in the
am going to increase my knowledge and
content of his or her
skills in my endorsement through
endorsement(s) at a level that…
courses, workshops, research and
self‐reflection.
Professional Knowledge
Standard for Vermont Educators
2. PROFESSIONAL KNOWLEDGE
(Methodology and Pedagogy)
Each Vermont educator continues to
acquire knowledge in best practices
in teaching and the learning
process, so as to improve Learning
Opportunities for all students.
Principle #2 The educator
understands how individuals
learn and grow and provides
learning opportunities that
support intellectual, physical,
social, and emotional
development.
PROFESSIONAL DEVELOPMENT
Example
The adoption of a solidified
differentiated learning approach in
my classroom will definitely help me
to understand the developmental
nature and needs of each student
and create opportunities for my
students to demonstrate their
knowledge.
COLLEAGUESHIP
3. COLLEAGUESHIP
COLLEAGUESHIP
Each Vermont educator works
collaboratively with colleagues at local,
state, and/or national levels to improve
student learning through
implementation of national professional
standards, Vermont’s Framework of
Standards and Learning
Through the process of embracing
diffentiated instruction and
soliciting my administration’s
support, feedback and guidance, I
shall be exhibiting colleagueship.
While I am involved in technology
workshops and courses, I am sure to
share and bond with many of my
colleagues while acquiring new
skills that I may share with my
students.
Opportunities, district goals, and school
goals and/or action plans.
Principle #4-E The educator works as a
team member and establishes
collaborative relationships with
school colleagues, parents, agencies and
others in the broader community to
support students’ learning and wellbeing, and to implement the school’s
goals and articulated curriculum.
ADVOCACY
4. ADVOCACY
Each Vermont educator works to
improve the educational health
of Vermont learners, and
promotes fairness and equity for
all students and members of the
educational community. The
educator engages the family and
the community in partnerships
to promote student learning.
Principle #12 The educator
recognizes the multiple
influences on students inside
and outside the school and
accesses appropriate systems
of support for student
Advocacy
Example
I will openly share with parents
and the community my
differentiated units, and I will
continue to be sensitive to my
student’s unique situations. I
intend to continue to advocate
for my students and their needs.
ACCOUNTABILITY
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5. ACCOUNTABILITY
Each Vermont educator carries out
professional responsibilities ethically.
Each educator demonstrates professional
growth over time in each of the Five
Standards for Vermont Educators and in
the competencies for his/her
endorsement(s).
This growth is documented through a
professional portfolio that includes
evidence of rigorous professional
development, reflective practice, and
adaptation of practice to improve
student learning. In addition, a portion
of each educator’s IPDP and professional
portfolio is connected to his/her school’s
initiatives for improving student
learning.
ACCOUNTABILITY The goals that I have set forth contain within them the perimeters of my
Principle #13 The educator understands
laws related to student and educator
rights and responsibilities, and
applies current state and federal laws
and regulations as they pertain to all
children, including those who are at
risk and those with disabilities, and
treats students and colleagues fairly
and equitably.
Accountability.
Example
I will remain dedicated to and conscious of
the documentation of class work,
assessment, and student feedback. I will
continue to take to my courses very
seriously and receive the highest grades
that I am capable of obtaining. I will
remain respectful of my administration
and their analysis of my instruction. I
will remain a member of local and
national organizations that will
contribute to my professional growth,
especially in the areas of technological
comprehension and advancement.
Individual Professional Development Plan
Jane Doe
ANY SCHOOL
Endorsement Area and Number
January 9, 2006
2006-2013
INTRODUCTION: As I reflect back upon my last seven years of teaching, I need
to improve upon 21st century student outcomes and as our school goes through
our re‐accreditation process. I will continue to pursue professional development in
the use of technology in the classroom. I am committed to being a life‐long learner
who will use these goals to further my professional development and improve
student learning.
GOAL 1
Introduction
I have observed through the years that offering students’ choice seems to give
them ownership to the activity. By investigating different activity options for
students in my classroom and giving them these new choices I will see an
increase in awareness by the students concerning their own Learning in …..
Specific:
I will increase and update my knowledge in my subject areas by attending
conferences and or courses offered in the area of … for the purpose of
offering students a more varied choice of activities that will lead to a greater
awareness and ownership of their overall learning.
Measurable:
I will observe through the classroom test results, progress reports and VCAT,
how the students’ activity choices have affected their overall learning.
Attainable:
Through testing students on a regular basis and improvements in the
curriculum I will improve my ability to attain the data required for analysis.
The VCAT tests will sort the data by age and level indicating what percentage
of the students have reached or exceeded the standards established by New
England norms.
Relevant:
I am in total agreement with the Partnership for 21st century Skills that we need
to blend core subjects and 21st century themes. I am most interested in the
themes of ‘Learning and Information, Media and Technology Skills. I need to
search out the means to include these skills in the classroom in our every day
lives in order to develop our students full potential.
Timely:
I feel like this goal is very difficult to put a time line on because I know that new
computer programs and new approaches will be on the horizon. My goal will be
to continue to engage in courses, workshops, and technological exploration
until 20... I will try to space these out over the course of the next seven years
so that my goal will be steadily and continually fulfilled.
Reflection on IPDP goals
The impact of the professional development upon practice and student outcomes
Includes improvement of student data from learning. Your Portfolio should meet each of the
following criteria. Be specific and include student data. This is the actual check list from the
LSB.
1.LEARNING: Expertise in the endorsement area
2.PROFESSIONAL KNOWLEDGE: Methodology and pedagogy
3. COLLEAGUESHIP: Collaboratively works with colleagues at local, state, and/or national
levels
4. ADVOCACY: Promotes health, fairness and equity for all members of the
educational community
5. ACCOUNTABILITY: Demonstrates professional ethics and growth over time in
each of the five standards
6. REFLECTIVE NARRATIVE:
Narrative addresses each IPDP goal, describes the activity, and connects it to the
action plan, student learning or achievement.
If your Portfolio addresses the above criteria your ready to submit.
Professional Portfolio
Name
School
Teaching Field
Licenses
Licensure dates
Reflection on Seven Years of Professional
Growth
(2004 – 2011)
The courses I have taken over the last seven years
have provided me with a better understanding
of a variety of effective classroom management
strategies and assessment practices centering
on Your Field. I have used Your Learning
with my students which has improved student
learning in ___ areas. I also learned to use
Your Knowledge and have implemented
___in my classroom which has improved my
instruction.
EVALUATION: All of these experiences were very
helpful overall in my current role as….
Because…
GOAL 1: Write your first previous goal
WHAT: I have completed the following courses:
DESCRIPTION: The knowledge you gained from the
course
EXAMPLE: How you have used the knowledge this course
provided
EVALUATION: How this course has improved the student
learning in your classroom
•Do the rest of your goals the same way
Explain collectively how these Activities Relate to the
Five Standards:
STANDARD ONE:
STANDARD TWO:
STANDARD THREE:
STANDARD FOUR:
STANDARD FIVE
LEARNING
PROFESSIONAL KNOWLEDGE
COLLEAGUESHIP
ADVOCACY
ACCOUNTABILITY