SAMPLE–Professional Growth Plan (PGP)
Year: / 2013-2014 / Educator: / Tom L. Simmons / Position: / 7th Grade Art
Professional Growth Target
School/Group/Teacher Problem of Practice:
Description: A Problem of Practice includes an area of concern involving student performance supported by multiple data sources and a review of current practices that may contribute to the area of concern. / Arkansas Benchmark Scores and our district quarterly assessment data [from TLI] indicate that many of our students rate at a ‘Basic’ level of performance on required Literacy Skills. Students score lower on demonstrating comprehension of texts both in objective test items Some of the students scored higher on open response writing. The lower scores may be due to lack of correctly designed and implemented formative assessments in the classroom. This impacts students’ understanding of written directions of art techniques.
Related ACSIP Goal in SMART Format:
(Specific, Measurable, Attainable, Realistic, Timely) / Increase the number of students scoring proficient or advanced onthe 2013 state required Arkansas Benchmark Literacy Exam from the current 59% proficient and advanced to 69% with notable improvement in the area of reading comprehension.
Framework for Teaching component(s) and element(s) to be addressed: / 1F and 3D / Goal of this Plan:
1F – Designing Student Assessments: Congruence with Instructional Outcomes, Design of formative assessments, and Use for planning
3D –Using Assessment in Instruction: Assessment criteria, Monitoring of student learning, Feedback to students and Student self-assessment and monitoring / My students’ scores will increase on the Arkansas Benchmark for reading comprehension and responsive writing because I will learn to design and implement Instructional Formative Assessment, including aligning with student learning outcomes, using results in my lesson planning, proper communication of assessment requirements, giving students feedback from assessments and facilitating student self-assessment and self-monitoring. By focusing on these areas, my students will be more engaged on art projects because they understand the process of work.
Theory of Action
Implementation Strategies / Results Indicators / Sources of Data to Monitor
If I take the following actions:
ü Complete training on creating and using formative assessments
ü Read from descriptors of formative assessment in Enhancing Professional Practice and locate examples of formative assessments
ü With my instructional team create unit and lesson outcome plans; as well as a reference list of possible quick assessment strategies/formats
ü Expand my daily lesson plan format to include a brief description of the formative assessment to be used and the format of feedback to students
ü Begin lessons with a reminder of student performance on the assessment
ü Work with students to create a template for self- assessment and monitoring of learning / What change(s) will be seen in my practices:
ü I will have formative assessments in my lessons every day.
ü I will have records telling which students need extra help in each outcome.
ü I will have unit test data being influenced by my formative assessments.
ü I will plan to work with students on self-assessment and monitoring. / Evidence/Artifact of this change:
ü Lesson plans
ü Record of training on formative assessment
ü Copies of narrative records or copies of assessments
ü Brief report of the use of formative assessment
ü My observation evidence forms
Then I expect to see my students:
ü Participating in activities to give formative results – projects, quick quizzes, etc.
ü Communicating in the language (vocabulary) of formative assessment
ü Working with other students to create self-assessments and learning to monitor their work
ü Spending more time working on art projects / Student data/information source:
ü Augmented Benchmark scores
ü Copies of formative assessments
ü Student Self-assessments
ü Improved art projects
What steps are needed to ensure successful implementation of this growth plan?
Revisit 1f and 3d of the Framework for Teaching. Search the Web to find resources on formative assessment. Attend summer training on formative assessment. Locate assessment strategies resources [online, my team, colleagues, administrators to start]. Create or search the Web for a planning form to align formative assessment with what I’m going to teach – and document the results to share with my instructional team. Record progress of the improved performance of students’ work in art because they understand how to follow directions, processes, and how they will be evaluated.
What is the proposed time of events for this work?
Start Web search for resources; review 1f and 3d of the FfT. / Complete formative assess-ment training / Forms created for aligning and recording results / System of records for student use; create template with students / Review my work – improve or continue Students self- assess work / 1st semester summary of this effort / Review and adjust my PGP / Share (publish or present) my work / Increase the number of students display-ing art in the school show
Teacher Name: ______Date of Next Conference: ______
Teacher Signature:______Date: ______
Principal/ Designee Signature: ______Date: ______
TESS Professional Growth Plan - SAMPLE for Middle School 4 Revised 4/19/13
/ AR Teacher Excellence Support SystemSAMPLE - Reflective Narrative
Educator: / Tom L. Simmons / Position: / 7th grade Art / Date: / April 25, 2014
Directions: Use the Teacher Evaluation Rubric to complete this reflective narrative prior to the summative evaluation conference.
1. Describe successes experienced as a result of this planned work.
2. Express some remaining and/or additional areas to be addressed after this work has been completed. How could these be incorporated into a future Professional Growth Plan?
3. What have you learned that will impact your future instructional practices?
TESS Professional Growth Plan - SAMPLE for Middle School 4 Revised 4/19/13