This document provides guidance on using deliberate practice growth targets (DPGT) to improve professional performance. It discusses how DPGT is connected to the Instructional Performance Evaluation and Growth System (IPEGS) standards and involves setting specific, measurable goals and developing plans of action to meet those goals. The document guides educators through collaborative activities to understand the DPGT process, which includes collecting data, identifying an area of focus, creating a growth target, developing a plan of action, and reflecting on outcomes to improve professional practice.

2. Shared Agreements
Think creatively.
Empower others.
Ask for clarity.
Contribute actively.
Have fun.

3. Deliberate Practice Growth Target
A Guide for Professionals

4. “Without continual growth
and progress, such words as
improvement, achievement,
and success have no
meaning.”
Benjamin Franklin

5. Objectives
• Explore the connection between Deliberate
Practice and the Instructional Performance
Evaluation and Growth System (IPEGS)
Performance Standards
• Make meaning of the Deliberate Practice
process
• Apply the Deliberate Practice Growth Target
(DPGT) process to improve professional
practice

7. Three Components of IPEGS
The IPEGS Unified Summative Rating
breakdown as follows:
Learner Progress (35%)
Professional Practices (50%)
DPGT (15%)

8. Teachers
Performance Standards
1. Learner Progress
7. Professionalism
8. Learning Environment4. Instructional Delivery
and Engagement
3. Instructional Planning
5. Assessment
6. Communication2. Knowledge of Learners
Legend for IPEGS Performance Standards:
Student Learning Measures
Observable Standards
Non-Observable

9. Instructional Support
and Student Services
Professionals
Performance Standards
1. Learner/Program
Progress
7. Professionalism
4. Program Delivery
3. Program Management
5. Assessment
6. Communication2. Knowledge of Learners
Legend for IPEGS Performance Standards:
Student Learning Measures
Observable Standards
Non-Observable

10. Meet Your Standard
Working with your group, use your assigned
standard and the chart provided to determine:
• the action verbs
• the abstract (not concrete) words/phrases
• any ambiguous (unclear) words/phrases
• an “absolute” word that represents
the essence of the standard – but is
NOT contained within the standard

11. Stand by Your Standard Activity
• Read the statement listed on your paper
• Match the statement with the appropriate
standard
• Stand beneath that standard
• Discuss and prepare to share how your
statement might look in practice

12. PS 2: Knowledge of Learners
The professional:
• Responds to the intellectual, social, and physical development of the age
group
• Presents concepts at different levels of complexity for students of varying
developmental stages
• Provides a range of activities: readiness, interests, learning styles, and
cultural/linguistic backgrounds
The teacher identifies and addresses the needs of learners by demonstrating
respect for individual differences, cultures, backgrounds, and learning styles.

13. PS 3:Instructional Planning
The professional:
• Uses both formative and summative student learning data to guide planning
• Develops plans that are clear, logical, sequential, and aligned to standards-
based learning
• Plans instruction effectively for content mastery, pacing, and transitions
• Identifies and plans for the instructional and developmental needs of all
learners
• Gathers, evaluates, and/or creates appropriate instructional materials
The teacher uses appropriate curricula, instructional strategies, and
resources to develop lesson plans that include goals and/or objectives,
learning activities, assessment of student learning, and home learning in
order to address the diverse needs of students.

14. PS 4:Instructional Delivery and Engagement
The professional:
• Engages students in diverse activity structures: individual, collaborative,
and whole group
• Demonstrates current knowledge of content and standards
• Explains directions, concepts, and content in a logical and sequential
manner
• Uses multiple levels of questions and makes adjustments for re-
teaching/remediation/enrichment
• Connects students’ prior knowledge, life experiences, and interests to
learning goals
The teacher promotes learning by demonstrating accurate content
knowledge and by addressing academic needs through a variety of
appropriate instructional strategies and technologies that engage learners.

15. PS 4:Instructional Delivery and Engagement
(Continued)
The professional:
• Presents lessons with use of explicit instruction
• Uses appropriate literacy strategies to build academic vocabulary
• Uses a variety of strategies to engage students in higher-order learning tasks
• Engages students in authentic learning, real-life applications, and
interdisciplinary connections
• Uses appropriate pace and maximizes instructional time for student learning
• Uses technology to individualize instruction and enhance learning, as
appropriate
• Reinforces learning goals throughout the lesson
• Provides ongoing, timely, and specific feedback to students
The teacher promotes learning by demonstrating accurate content knowledge and
by addressing academic needs through a variety of appropriate instructional
strategies and technologies that engage learners.

16. PS 5: Assessment
The professional:
• Uses local and state assessment data to design instruction that meets students’
needs
• Uses pre-assessment data, formative and summative assessments to inform
instruction
• Uses formative assessments to adjust instruction for re-teaching, remediation,
and enrichment
• Helps students understand assessment criteria, monitor, and reflect on their work
• Maintains sufficient assessment data to support accurate reporting of student
progress
• Aligns assessments to learning goals and standards
• Provides timely and specific feedback to students, parents, and stakeholders
The teacher gathers, analyzes, and uses data (including state assessment
data, as applicable) to measure learner progress, guide instruction, and
provide timely feedback.

17. PS 6:Communication
The professional:
• Uses correct and acceptable forms of communication
• Communicates with colleagues from content areas/agencies to integrate
instruction and/or services
• Maintains positive collaborative relationships with school personnel,
families, and community stakeholders
• Uses technology to support and enhance communication, as appropriate
• Supports, promotes, and communicates the mission, vision, and goals of
the school and M-DCPS
The teacher communicates effectively with students, their parents or
families, staff and other members of the learning community.

18. PS 7:Professionalism
The professional:
• Follows all legal and procedural requirements: Code of Ethics, State
Statutes, and Board Policies
• Reflects on strengths and areas for growth and sets deliberate practice
growth targets for improvement
• Engages in ongoing and collaborative professional development
• Provides evidence of professional growth experiences
The teacher demonstrates behavior consistent with legal, ethical, and
professional standards and engages in continuous professional growth.

19. PS 7:Professionalism (Continued)
The professional:
• Incorporates learning from professional growth opportunities and reflects
upon effectiveness
• Contributes professionally to the school community
• Maintains accurate records (e.g., attendance records, IEPs)
• Works in a collegial and collaborative manner with school personnel and
the community
The teacher demonstrates behavior consistent with legal, ethical, and
professional standards and engages in continuous professional growth.

20. PS 8:Learning Environment
The professional:
• Establishes and maintains effective classroom rules and procedures
• Creates an environment that is stimulating, challenging, and fosters
intellectual risk-taking
• Organizes a safe physical environment that is conducive to student
learning and collaborative work
• Maintains an environment that reflects a culture of inclusivity, equity, and
respect
The teacher creates and maintains a safe learning environment while
encouraging fairness, respect, and enthusiasm.

21. Performance Standard 8:Learning Environment
(Continued)
The professional:
• Promotes accountability for learning and holds high academic
expectations for all students
• Uses verbal, nonverbal, and electronic communication tools to challenge
and support students
• Encourages students to receive and accept constructive feedback on
individual work and behavior
The teacher creates and maintains a safe learning environment while
encouraging fairness, respect, and enthusiasm.

22. Effectiveness
• What activity (ies) in your personal life do you
desire to do well?
• What information do you use to determine
whether or not you are doing that activity well?
• How do you change your behavior based on that
information?

23. In what ways do people
measure their
effectiveness?

24. Circle Talk Protocol
Professional Effectiveness
1. How do you know that you are an effective
teacher?
2. What feedback would be most useful in
determining your effectiveness?
3. How do you use the feedback to make
instructional changes?

25. In what ways do
instructional professionals
measure their
effectiveness?

26. The personal examples we have
discussed require data
collection, identifying a focus,
creating a specific goal, taking
action, evaluating performance,
and modifying the goal as
needed.

27. The Power of Belief
Mindset and Success

28. Research Activity
1. Count off 1-4.
2. Report to area corresponding with
assigned number.
3. Read assigned research and identify 5-7
essential keywords and phrases.
4. Discuss the article with peers.

29. Research Activity
1. Create a concept map
of the key points from
the research using
mostly non-linguistic
representations.
2. Present concept maps
to the whole group.

30. Concept Maps

31. What is Deliberate Practice?
“engagement in structured
activities created specifically to
improve performance in a
domain.”
Macnamara, Hambrick, and Oswald, 2014

32. “Unless you try to do something
beyond what you have already
mastered, you will never grow.
Every job is a self portrait of the
person who did it… Autograph
your work with excellence.”
Vince Lombardi

33. Two Questions That Can
Change Your Life

34. DPGT Procedures Guide
Key Components of the Reflection and Development Phase
1. Data Collection
2. Needs Assessment/Focus
3. Growth Target
4. Plan of Action
5. DPGT Form
Key Components of the Reflection and Outcome Phase
6. Impact
7. Complete the DPGT Process

35. DPGT Process
Reflection and Development Phase
Step 1: Data Collection
Collect information regarding individual
student learning.
What sources of information can you
use to identify areas for professional
growth as it relates to student learning?

36. Step 1: Data Collection Examples
School
Improvement
Plan
IPEGS
Rating
?
Certificati
on
ISIS
Gradebook
Learning
Styles
Inventory
PE/Fitness
Assessment
CELLA
Assessment
EOC Exams
FSA/Interim
Scores
IEP’s

37. DPGT Process
Reflection and Development Phase
Step 2: Needs Assessment/Focus
Based on the identified student needs,
reflect and specify the training objectives
expected to impact student performance.
What areas of improvement might be
your primary focus?

38. Step 2: Needs Assessment/Focus
Examples
Sample Objectives
• To improve English/Language Arts (ELA)
teaching methods
• To create a template that will assist
students in planning for educational and
vocational choices
• To provide more Inquiry-Based strategies
(hands-on science activities)
• To incorporate authentic mathematical
problems during instruction

39. DPGT Process
Reflection and Development Phase
Step 3: Growth Target
Determine a deliberate growth target that
addresses student learning.
Based on your focus, think about the growth
target as it impacts student learning.

40. Step 3: Growth Target Example
Example of a deliberate practice growth target:
During the school year, I will attend professional development
to learn about the new ELA Florida Standards. This will impact
my students’ learning because they will be successful on the
FSA.
___________________ __________________
What general steps will you take How will the steps address
towards your target? student learning?

41. DPGT Process
Reflection and Development Phase
Step 4: Plan of Action
Describe the specific professional
development (PD)/professional growth
experience(s) that will allow you to achieve
your deliberate practice growth target.

42. Step 4: Plan of Action Example
Example of Plan of Action:
I plan to attend Creating Independence through Student owned
Strategies (CRISS) Training as well as state and district
professional development on the Florida Standards and FSA.
On Site Off Site
I plan to
___________________________________________________________
__________________________________________________________.

43. DPGT Process
Reflection and Development Phase
Step 5: DPGT Form
Meet with administrator to review and sign the DPGT
form.
Professional’s Signature:_____________________ Date ____________
Site Administrator’s Signature:________________ Date ____________
Note: The DPGT form may be revised at any time as needed.

44. Time Flies
The DPGT form may be revised at any time as needed.

45. DPGT Process
Reflection and Outcome Phase
Step 6: Impact
Describe how your professional growth
target has been achieved and the impact on
your professional growth and student (s)
learning.
How do you know that you met your
goal?
What is your evidence?

46. Step 6: Impact Example
Example of Impact:
As a result of participating in the CRISS Training and
implementing the Question Answer Relationship (QAR) strategy
with my students, their close reading skills improved as
evidenced by improved scores on the district Interim Assessment
and teacher created assignments.

47. DPGT Process
Reflection and Outcome Phase
Step 7: Completion of DPGT Process
Complete the DPGT form.
Note: The completed form will be reviewed and
signed by the professional and the site administrator.
The completed and signed form must be included in
the end-of-year documentation submitted by the
professional.

48. DPGT FM7575
The Deliberate Practice Growth
Target Form (7575) may be found
at
Records and Forms Management
www.dadeschools.net

49. Ms. Jones works at a Title I K-8 Center. She teaches 6th
grade Language Arts. Her third period classroom
consists of 25 students, five students are identified as
English Language Learners, one of which has not
attended school regularly prior to his arrival in the
United States. Three students are identified as students
with disabilities that are serviced through consultation
meetings with an Exceptional Student Education
teacher. The reading levels of her students vary between
proficient and below proficiency.
Scenario #1

50. Reflection and Development
Focus: reflect on your current students’ achievement data as it relates to teacher professional practice and identify an instructional strategy that you will focus on to grow
professionally and improve student(s) learning.
Current student data indicates that my students abilities and language proficiency varies between emergent and proficient in reading language arts. I will focus on the following
instructional strategies: Differentiated learning, CRISS Strategies and ELL strategies. To meet the needs of these students I will need to increase my ability to differentiate
instruction and increase my knowledge of ELL strategies.
Growth Target: Describe what you plan to learn and the expected impact on your students’ learning.
I plan to learn how to effectively incorporate differentiated instruction into my classroom routine instruction. I also plan to learn CRISS strategies to encourage student
independence. I will also learn more diverse ELL strategies to add to my toolbox so that I may more adequately address the needs of the ELL students in my classroom.
Plan of Action: Describe what you plan to do to achieve your deliberate practice growth target.
I plan to achieve a classroom which addresses the diverse needs of my students, where the students that are proficient will be allowed to grow and increase their proficiency while
those struggling learners will also be given the attention and tools they need to become proficient learners. Additionally I plan to assist my ELL students become more comfortable
with their new language so that they begin using it in their daily lives and increase their reading ability in their new language.
Reflection and Outcome
Impact: Describe how your deliberate practice growth target has been achieved and the impact on your professional growth and student(s) learning.
After taking the CRISS workshop in October, I began incorporating the CRISS strategies into my daily instruction. I noticed that students independence in completing their
classroom assignments increased as more students were able to complete their assignments within the allotted classroom time with fewer requests for assistance. After taking in-
service regarding differentiated instruction in September, I was able to group my students according to their academic needs and design instruction which would challenge them
without frustrating the struggling learners. Data from iREADY indicated that all students showed an increase in reading proficiency and reading comprehension upon the midyear
assessment. The ELL strategies I learned during in-service throughout the school year resulted in all of my students increasing their understanding of the English language as
indicated by their increased wiliness to participate in classroom discussions and an increase in their ELL level on the end of the year CELLA assessment.
Professional’s name: Ms. Jones Employee number: 245123
School/worksite: Sunset K-8 Center School/worksite location #: 3333 school year: 2015-2016
Directions: identify one deliberate practice growth target specific to instructional practice that impacts your student’s learning.

51. Focus: Reflect on your current students’ achievement data as it relates to teacher
professional practice and identify an instructional strategy that you will focus on to grow
professionally and improve student(s) learning.
Current student data indicate that my students’ abilities
and language proficiency vary between emergent and
proficient in English Language Arts (ELA). I will focus on
the following instructional strategies: Differentiated
Learning, CRISS Strategies and ELL strategies. To
meet the needs of these students I will increase my
ability to differentiate instruction and my knowledge of
ELL strategies.

52. Growth Target: Describe what you plan to learn and the expected impact on your students’
learning.
I plan to learn how to effectively incorporate
differentiated instruction into my classroom routine. I
also plan to learn CRISS strategies to encourage
student independence. I will also learn more diverse
English Language Learners (ELL) strategies to add to
my toolbox so that I may more adequately address the
needs of the ELL students in my classroom.

53. Plan of Action: Describe what you plan to do to achieve your deliberate practice growth
target.
I plan to achieve a classroom which addresses the
diverse needs of my students, where the students
that are proficient will be allowed to grow and
increase their proficiency while those struggling
learners will also be given the attention and tools they
need to become proficient learners. Additionally I plan
to assist my ELL students become more comfortable
with their new language so that they begin using it in
their daily lives and increase their reading ability in
their new language.

54. Impact: Describe how your deliberate practice growth target has been achieved and the
impact on your professional growth and student(s) learning.
After taking the CRISS workshop in October, I began incorporating the
CRISS strategies into my daily instruction. I noticed that students’
independence in completing their classroom assignments increased
as more students were able to complete their assignments within the
allotted classroom time with fewer requests for assistance. After
taking in-service regarding differentiated instruction in September, I
was able to group my students according to their academic needs and
design instruction which would challenge them without frustrating the
struggling learners. Data from the mid-year assessment indicated that
all students showed an increase in reading proficiency and
comprehension. The ELL strategies I learned during in-service
resulted in all of my students increasing their understanding of the
English language as indicated by their increased willingness to
participate in classroom discussions and an increase in their ELL level
on the end of the year CELLA assessment.

55. Ms. Brown is a counselor who services 600 students at a
magnet school. She is responsible for recruiting for the
magnet program, tracking student progress and
attendance, meeting with students for academic and
social emotional interventions, meeting and collaborating
with all stakeholders, managing vertical articulation, and
disseminating information on community and other
resources as needed. Ms. Brown wants to increase the
applicant pool for the school’s magnet program.
Scenario #2

56. Reflection and Development
Focus: reflect on your current students’ achievement data as it relates to teacher professional practice and identify an instructional strategy that you will focus on
to grow professionally and improve student(s) learning.
The focus will be on outreach efforts to increase the number of applicants for the magnet program by tracking the number of
magnet applicants and schools from which they came for the past three years, and identify trends.
Growth Target: Describe what you plan to learn and the expected impact on your students’ learning.
I plan to identify existing trends and learn strategies for increasing the applicant pool for the magnet program.
Plan of Action: Describe what you plan to do to achieve your deliberate practice growth target.
I plan to develop and execute a recruitment program to increase the number of magnet applicants. A pre-application form will be
utilized to gauge the effectiveness of the recruitment program. Growth will be determined by the comparison of baseline data to the
current data.
Reflection and Outcome
Impact: Describe how your deliberate practice growth target has been achieved and the impact on your professional growth and student(s) learning.
The implementation of a recruitment program resulted an 18% increase in the magnet applicant pool. The recruitment
program resulted in more students exposed to greater opportunities targeting their areas of interest in education.
Professional’s name: Ms. Brown Employee number: 543210
School/worksite: Magnet School USA School/worksite location #: 3333 school year: 2015-2016
Directions: identify one deliberate practice growth target specific to instructional practice that impacts your student’s learning.

57. Focus: Reflect on your current students’ achievement data as it relates to teacher
professional practice and identify an instructional strategy that you will focus on to grow
professionally and improve student(s) learning.
The focus will be on outreach efforts to increase the
number of applicants for the magnet program by
tracking the number of magnet applicants and
schools from which they came for the past three
years, and identify trends.

58. Growth Target: Describe what you plan to learn and the expected impact on your
students’ learning.
I plan to identify existing trends and learn strategies
for increasing the applicant pool for the magnet
program.

59. Plan of Action: Describe what you plan to do to achieve your deliberate practice growth
target.
I plan to develop and execute a recruitment
program to increase the number of magnet
applicants. A pre-application form will be utilized
to gauge the effectiveness of the recruitment
program. Growth will be determined by the
comparison of baseline data to the current data.

60. Impact: Describe how your deliberate practice growth target has been achieved
and the impact on your professional growth and student(s) learning.
The implementation of a recruitment program
resulted an 18% increase in the magnet
applicant pool. The recruitment program
resulted in more students exposed to greater
opportunities targeting their areas of interest in
education.

61. “Expand your mind, challenge yourself,
learn more, do more and try more. Get
enthusiastic, passionate and excited about
the unknown. Try something new, visit
new places, dance to the latest beats.
Simply get out and give it all and you will
never stop growing, smiling and loving
life.”
Richardo Housham

62. MyLearningPlan
Professional Development Management System
Facilitating Excellence and Sustainability
62

64. Evaluation
Evaluation
Part 1
Knowledge
Available 30 minutes
before activity ends
Part 2
Application
Should be completed 7
days after activity ends Part 3
Impact
Should be completed 14
days after activity ends
Attendance cannot be confirmed unless participants have
attended all sessions, and have completed the evaluation
and follow-up!

65. Completing Activity Evaluation
You must log into your M-DCPS employee portal before accessing MyLearningPlan.
1. Go to Applications and Sites
2. Click on MyLearningPlan
3. On the LearningPlan Tab, on the dashboard, look under Approved and/or
in Progress. Find the activity that you would like to complete an
evaluation for and click Manage
4. On the Activity Details page, click the Team Room button
5. On the Team Room page, click on the Form Name
6. All fields are required
• Copy Team Room Activity title and paste next to Activity Title
• This will allow you to keep track of the evaluations you submit
7. Evaluation can be submitted or saved as draft to submit at a later date
8. You can now close the Team Room window and return to the
LearningPlan Tab
Please note: Credit will not be awarded unless the evaluation has been completed.

66. Creating a Smart Goal
Smart goals provide a tool for setting school-wide/work
location goals, aligned with district initiatives, to promote
continuous improvement.
• Strategic and specific
• Measurable
• Attainable
• Results-oriented
• Time-bound
By November 20, 2015, I will complete and submit my
DPGT form to my site administrator as evidenced by
completed DPGT form.

67. Friendly Reminders
• The DPGT Form is a required document
• The IPEGS Unified Summative Rating
breakdown is as follows:
DPGT (15%)
Professional Practices (50%)
Learner Progress (35%)
• The PLST Team at your school is required to
train all instructional professionals at your school
site
• This living document may be revised at any time

68. Reflection
Using the process of Deliberate Practice will
require a culture shift for Miami-Dade County
Public Schools employees.
• How are you going to contribute to the
culture shift of using Deliberate Practice?
• What support do you need?

69. “If you give people the right
tools, and they use their
abilities, they will develop
things in ways that will
surprise you beyond what you
expected.”
Bill Gates