Transcript The IPDP - Chittenden East Supervisory Union

The Portfolio/IPDP
It’s all about the Reflection
and
The Goals
What is a Relicensure Portfolio Reflection?
 It is a written narrative that reflects on and evaluates:
 the degree to which you met the IPDP goals of your current(expiring)licensure cycle
 your new learning and its impact upon your professional practice
 how changes in your professional practice, in relationship to your goals, have impacted
student performance
 It details how you addressed some/all of the Five Standards for Vermont Educators in
the process of meeting your goals. The standards are explained here:
http://education.vermont.gov/new/pdfdoc/pgm_prostandards/vsbpe/five_standards_03
.pdf
 It documents a minimum of 135 hours/nine (9) relicensing credits for each endorsement
being renewed, of which 45 hours/three (3) credits of must address the specific
knowledge and performance standards of each endorsement being renewed:
http://education.vermont.gov/new/html/licensing/regulations_endorsements.html#tea
chers
Professional Portfolio
Name
School
Teaching Field
License(s)
Licensure dates
Reflection on Seven Years of Professional
Growth
Brief Overview/Introduction:
I have been a _______educator for the past _______yrs
teaching at___________ . I have completed a number of
professional development activities over the last seven years
in order to better meet the needs of my students and grow
as an educator. These activities gave me the skills necessary
to implement national / state / district /school action
plans/ goals /initiatives. The specic coursework,
trainings/workshops have provided me with a number of
effective classroom instructional strategies and assessment
practices centering on your field. I have used your
learning with my students which has improved student
outcomes in ___ areas. I also used your knowledge to
implement ___in my classroom which has improved my
instruction. All of these professional development
experiences were very helpful overall in my current role as….
Because…
GOAL 1: Write your current (expiring) goal
WHAT: List the professional development /courses you
have completed that meet this goal and the relicensure
credits earned
DESCRIPTION: Describe the course(s) or activity listed
above, content and purpose and connection to your
goal
EXAMPLE: Describe how you have used /implemented
the knowledge/skills you acquired from the course or
professional development activity
EVALUATION: The degree to which the course/the new
knowledge you have acquired has changed your
professional practice and improved student
learning/achievement in your classroom
Use the above format for each of your current IPDP
goals.
Where appropriate, document how your professional
development activities and goals relate to specific knowledge
and performance standards for your endorsement area
Describe how your professional development relates to the Five
Standards:
STANDARD ONE:
STANDARD TWO:
STANDARD THREE:
STANDARD FOUR:
STANDARD FIVE
LEARNING
PROFESSIONAL KNOWLEDGE
COLLEAGUESHIP
ADVOCACY
ACCOUNTABILITY
CESU LSB Checklist for Portfolio Evaluation
Your Portfolio must show evidence of:
1.LEARNING: Expertise in the endorsement area
2.PROFESSIONAL KNOWLEDGE: Methodology and pedagogy
3. COLLEAGUESHIP: Collaborates with colleagues at local, state, and/or national
levels in and out of school
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 initiative/action plan, student learning/ achievement,
and professional growth and to at least one knowledge and/or performance
standard in your endorsement area
If your Portfolio addresses the above criteria you’re ready to submit
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
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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.)
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 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 –
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
CESU Local Standards Board Checklist for IPDP Evaluation
Your new IPDP must have three goals that are developed through reflection and analysis of professional
practice and student achievement data.
One goal must relate to the school action plan. This goal should discuss what you are going to do in your classroom
with students that addresses an aspect of the school or district action plan or initiatives. For example, if your school’s
action plan states that there is an achievement gap in math or reading for low income students, your goal states the
strategies you will employ to decrease that gap. Citing student data to support your goal choice is key.
One goal must connect to one of the competencies for your endorsement area. The list of competencies for each
endorsement area is located on the VT DOE website (See below) Your goal should detail how you will increase your
proficiency and/or skills in a specific knowledge or performance standard listed. Quoting directly from the specific
competency your goal is addressing helps the LSB evaluator know exactly which competency you are referring to.
http://education.vermont.gov/new/html/licensing/regulations_endorsements.html#endorsements
One goal should relate to your growth as an educator. After writing your Portfolio Reflection on your last 7 years of
teaching, you may discover an aspect of your professional practice that you would like to improve in. Or you may
want to increase your knowledge of national, state or local education reforms, initiatives or assessments being
implemented in your school or district.
All three of your IPDP goals must connect to the Five Standards for Vermont Educators. The Five standards and
related principles, information can be found here:
http://education.vermont.gov/new/pdfdoc/pgm_prostandards/vsbpe/five_standards_03.pdf
If your IPDP addresses the above criteria you are ready to submit.
IPDP SMART Goals
Each IPDP goal must be written in the SMART format:
Specific, Measureable, Attainable, Relevant, and Time-bound:
 Specific – what exactly will happen
 Measurable – clear indicators of success
 Attainable – can be accomplished with available
resources
 Relevant – something needed to improve student
outcomes
 Time-bound - when the goal will be met
IPDP Example
SMART Goal Format
Goal 1: To grow as an educator, especially in my endorsement area, special education, and to
learn from my colleagues about how I can improve my professional practice and student outcomes,
and share my knowledge with students and their families.
Specific: Choosing appropriate courses, workshops, and other activities, I will continue to
increase and broaden my knowledge of methods to modify curriculum to help meet the specific
reading and/or writing needs of students with disabilities. This goal supports the Mount Mansfield
Union High School’s Action Plan which focuses on narrowing the achievement gap in writing and
reading.
Measureable: Clear indicators will include students’ passing grades on the following: projects,
exams, tests, quizzes and classroom assignments. Another indicator will show improving scores on
the New England Common Assessment Performance test.
Attainable: I will collaborate with content area teachers to determine what basic concepts
students need to learn and together determine modifications, instructional materials, and/ or
changes to the curricula to best serve students with disabilities.
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Relevant – Content area classes are becoming less ‘tracked’ at MMUHS. Modifications for
students with special needs within these classes will have to be made in a collaborative manner
between classroom teachers and special educators.
Time-bound – Because the specific needs of students are fluid and ever-changing, the
types of modifications will change from year to year. All modifications will, however, be saved
and shared in the Common Teacher Folder which is available to all teachers at MMUHS.
Competencies – This goal supports the VT Dept of Education – Special Education (554082) endorsement criteria under Performance Standards: “Supports classroom teachers in
accommodating students with special needs within the regular classroom by identifying,
developing, or modifying instructional materials, curricula, or aspects of the classroom
environment.”
To connect each goal to the Five Standards for Vermont Educators use a table format:
Learning
Professional
Knowledge
Colleagueship
Advocacy
Accountability
Principal 1
Principals 2-10
Principal 11
Principal 12
Principals 13-16
1
2-8, 10
11
12
13-15
Or write a narrative at the end of your IPDP that explains how all three goals connect
to the Five Standards for Vermont Educators:
Standard One: LEARNING
Through courses, workshops, and other activities, I will learn methods and techniques to break down the barriers that prevent disabled
students from accessing their educational program. I will learn ways to help classroom teachers understand these students’ disabilities
better. I will also learn ways to facilitate clearer communication with parents.
Standard Two: PROFESSIONAL KNOWLEDGE
A large part of my job as a special educator is to modify assignments and assessments to meet the special needs of disabled students.
Although I have learned many techniques to accomplish this so far in my professional career, there are many more that I can learn. Perhaps
the best resource of this knowledge is expertise of the content area teachers in my school. By working collaboratively over the course of the
year, not only do I hope to help my colleagues understand the needs of the students on my caseload, but I hope I can learn about my students
from them.
Standard Three: COLLEGUESHIP
As I said in my previous portfolio, I pride myself in being a ‘team player.’ As I continue to develop interpersonal and collaborative skills, I
hope to continue to gain the trust of my special education and regular education colleagues. By posting all assignments, quizzes, and tests I
modify on the Teacher Common Drive, my colleagues will be able to access them easily. This will prevent duplication of the same tasks.
Standard Four: ADVOCACY
I have developed skills and knowledge to be a strong advocate for students with special needs. This means that all team members (parents,
teachers, administrators, and counselors) are well informed of the needs of students with disabilities. As in my last IPDP, I think that being
able to articulate what those needs are is the first step for helping others understand. Facilitating a collaborative relationship is something I
will continue to work on in my professional practice.
Standard Five: ACCOUNTABILITY
I will save all modified curricula I create in the Teacher Common Folder under the Student Support Services file, so any teacher or special
educator can access it. I The surveys I send to content area teachers will help me see not only where I can improve, but , also, what I am
doing right in terms of communication regarding my the special needs of my students. I hope I can also learn from the parents how effective
my communication methods are, and where they can be improved. Keeping monthly contact logs is a way to help me organize this
information.