This document outlines a professional growth plan (PGP) for teachers with three tiers. Tier 2 involves self-directed professional growth goals set using the S.M.A.R.T. format and quarterly reporting. It also describes a walkthrough initiative involving unannounced classroom observations focused on student engagement, instructional delivery, and strategies. The PGP aims to personalize teacher evaluations and support growth through individualized goals, data collection, and relationship building between teachers and administrators.

1. Personalizing, Supporting &
Assessing Teacher Growth
Allegheny Valley School District
Dr. Cheryl Griffith, Superintendent
Mr. Joshua Weaver, Springdale Junior-Senior High School Principal
Mr. Andrew Leviski, Springdale Junior-Senior High School Asst. Principal
Mrs. Megan Cicconi, K-12 Technology Education Coordinator
August 3, 2011

2. Professional Growth Plan (PGP)
 Purpose & Benefits
 The Three-Tiered Approach

3. PGP Tier 2
 Self-Directed Professional Growth
◦ What does this look like?
 The process
◦ Proposal (S.M.A.R.T. Goal Format)
◦ Quarterly reports-Monitor/Accountability
◦ Final Report
 Administrative/teacher collaboration
 Building relationships

4. S.M.A.R.T. Goals
 Staff are required to utilize the S.M.A.R.T.
goal format when submitting a proposal
◦ Specific
◦ Measurable
◦ Attainable
◦ Realistic
◦ Timely

5. Walkthrough Initiative
 Targeted
 Unannounced
 26.1 per month
 Results

6. Professional Growth Plan Walk Through Pilot Format
TEACHER SUBJECT GRADE OBSERVER SCHOOL YEAR
2010-2011
STUDENT ENGAGEMENT INSTRUCTIONAL DELIVERY INSTRUCTIONAL STRATEGIES
1. Engaged in, aligned with stated learning objectives 1. L: Lecture 1. Using visual aids, graphic organizers, chalkboard, posters
2. Responding to teacher questions 2. M: Modeling 2. Student talk outweighs teacher talk
3. Following teacher directions for learning and behavior 3. GP: Guided Practice 3. Using manipulative learning devices
4. Actively participating in whole group discussions 4. CU: Checks for Understanding 4. Hands on activities, learning centers
5. Working in cooperative groups to complete the assigned tasks 5. MA: Monitors and Adjusts 5. Working in cooperative, collaborative groups
6. Working silently, independently to complete the assigned tasks 6. IP: Independent Practice 6. Higher level questions; Bloom’s Taxonomy, think alouds
7. Writing responses 7. C: Closure 7. Using interactive technology; media; Internet
8. Completing a worksheet, board work, test 8. SR: Systematic Review 8. Evidence of routines and procedures
9. Listening, attending to teacher’s lecture, demonstration 9. A: Assessment 9. Motivating learning environment with current student work displayed
10. Verbalizes understanding of stated objectives; can explain what he/she is doing 10. TR: Transition 10. Active, attentive teacher engagement
11. 11. FB: Four Block Model 11.
12. 12. 12.
OBSERVATION STUDENT INSTRUCTIONAL INSTRUCTIONAL ACADEMIC OBSERVER’S NOTES
DATES ENGAGEMENT DELIVERY STRATEGIES LEARNING
TIMES OBSERVED OBSERVED OBSERVED TIME
OBSERVATION #1 GOAL
OBSERVATION #2 GOAL
OBSERVATION #3 GOAL
OBSERVATION #4 GOAL

7. Walk Through Form
TEACHER SUBJECT PERIOD DATE OBSERVER
STUDENT ENGAGEMENT INSTRUCTIONAL DELIVERY INSTRUCTIONAL STRATEGIES
Engaged in, aligned with stated learning objectives Lecture Using visual aids, graphic organizers, chalkboard, posters
Responding to teacher questions Modeling Student talk outweighs teacher talk
Following teacher directions for learning and behavior Guided Practice Using manipulative learning devices
Actively participating in whole group discussions Checks for Understanding Hands on activities, learning centers
Working in cooperative groups to complete the assigned tasks Monitors and Adjusts Working in cooperative, collaborative groups
Working silently, independently to complete the assigned tasks Independent Practice Higher level questions; Bloom’s Taxonomy, think alouds
Writing responses Closure Using interactive technology; media; Internet
Completing a worksheet, board work, test Systematic Review Evidence of routines and procedures
Listening, attending to teacher’s lecture, demonstration Assessment Motivating learning environment with current student work displayed
Verbalizes understanding of stated objectives; can explain what he/she is doing Active, attentive teacher engagement
OBSERVER’S NOTES

8. What does growth look like?
 Examples:
◦ PSSA Growth Portfolio Program
◦ Differentiated Instruction/Co-Teaching
◦ Data Manual

9. How does this change the
evaluation?
 Individualize, individualize, individualize
◦ Evaluation process (428) is personalized
◦ Relationship building
◦ Outcomes

10. Technological Advancements
 iPads
 Web-based Surveys
 Collaborative Form

12. The PGP in Action
 Implementing the PGP
 Associating Student Achievement
with the PGP
 Refining the PGP