1. Forum 1
Setting IPDP Goals
Fall 2018
Name of School

2. Learning outcomes
Identify the components of the Individual Professional Development Plan (IPDP)
Understand the process of the elements of the IPDP and how to ensure that teachers understand the process of professional growth

3. What is an ipdp?
It is a road map for the actions teachers will take to improve their practice and the support needed to foster growth.
The IPDP is the road map for the actions teachers will take to improve their practice and the support needed to foster growth.
It is a document worked on collaboratively with their appraiser.
Empower Teacher Growth
Improve Student Achievement

4. Guiding questions in completing an Ipdp
What are the teacher's growth areas?
What can the teacher do to grow?
How will we know that growth has occurred?
Let's look at the various elements of the IPDP. There are five elements of the IPDP. As the New Teacher develops each element, they are asking and answering three questions:
What are the teacher's growth areas? Based on EOY ratings, Summative ratings, Student Performance, and Feedback received during walkthroughs and observations)
What can the teacher do to grow? Focus on the areas selected; areas in which they need to improve their practice or learn a new skill rather than an area in which they have already developed the skill but are not effectively implementing the skill.
How will we know that growth has occurred? The evidence shows when there is a positive impact on student performance. If no evidences is noted, the IPDP will be discussed at the Goal Setting Conference; this is an opportune time to make adjustments if data does not support the focus areas targeted.

5. Elements of an ipdp Where are the teacher’s growth areas?
Supports to Achieve
PLT
Professional Learning Target (PLT)
Evidence of Accomplish- ments
Focus Areas
Teacher Activities
Where are the teacher’s growth areas?
What can the teacher do to grow?
How will we know when growth has occurred?
Here are the elements of an IPDP:
The Focus Area has a drop-down checklist and includes the 13 Instructional Practice criteria from the rubric.
The Professional Learning Targets address the areas of needed growth, what is the rationale for choosing that area and what is the impact of the choice on student learning. 
Remember that the Teacher Self-Reflection and Beginning Teacher Needs Assessment will serve as useful activities for determining your mentee's Professional Learning Targets.
The identified Professional Development activities (aka Teacher activities) address what the teacher can do to grow.
The Support to Achieve Professional Learning Targets (PLTs) define how the appraiser, mentor, and other stakeholders support the teacher.
For the Evidence of Accomplishment, refer to the measures you use to determine if growth occurred. 
The evidence of accomplishment is best measured quantitatively either with student data and/or teacher performance-level data.
Evidence of Accomplishment should be based on student growth and improvement in teacher practice. 
Again, recall the BT Resource for Reflective Practice provides your mentee with multiple examples of evidence.

6. Elements of the IPDP focus area
Focus Areas are drawn directly from the
Instructional Practice criteria in the TADS
rubric.
Should be updated throughout the year as the teacher meets particular targets
IPDP update can happen at anytime
The plan should be discussed at the 3 required conferences
When developing the IPD, 2 focus areas should be identified for the teacher to work on throughout the school year. Let's look at the first two elements in detail.
These areas should be updated throughout the year as the teacher meets particular targets. 
The IPDP update can happen at anytime, although the plan should always be discussed at the three required conferences.

7. Professional Learning Target (PLT)
PLTs are based on data or rationale
Student performance data
Classroom observations
Walkthroughs
Not a SMART goal
Written as a formula
2. Second, the Professional Learning Target:
A professional target for improvement is based upon data or rationale, such as student performance data, classroom observations, walkthroughs, etc. –
It is not a SMART goal. 
The professional learning target is written as a formula.  The formula is : Rationale + Activity + Objective = Professional Learning Target.

8. + + = Rationale Activity Objective Professional Learning Target
RAO Formula = PLT
Rationale +
Activity +
Objective =
Professional Learning Target
Rationale
Activity
Objective
Why did the teacher select the focus areas?
What will you see happening in the classroom that can be observed?
How will the activity impact student learning?
Let's review the example and dissect the RAO.
Let's start with Rationale: Why did the teacher select the focus areas?...
Next, the Activity: What will you see happening in the classroom that can be observed?...
And lastly, the Objective: How will the activity impact student learning?...
Please note that although RAO is the formula, the elements of the learning target can be written in any order. 
The elements of the learning target can be written in any order.

9. Focus: I-2
example
Focus: I-2
PLT
Checks for student understanding and responds to student misunderstanding techniques.
Based upon 2017 End-of-Course English III scores, I will incorporate clear systems and routines for assessing student understanding during the lesson to improve students’ ability to interpret literary.
Let’s look at a specific example: I-2 Checks for Understanding or CFU
Determine your Professional Learning Target. Remember that PLTs are drawn from the rationale (the why) + the activity (what) + objective (how).
Read the example PLT and click to move to the next slide.

10. Professional Learning Target Formula:
RAO
Professional Learning Target Formula:
Based upon 2017 End-of-Course English III scores, I will incorporate clear systems and routines for assessing student understanding during the lesson to improve students’ ability to interpret literary techniques.
Let’s review the example and dissect the RAO.
Let’s start with Rationale: Why did the teacher select the focus are? Based upon 2017 End of Course English III scores
Next the Activity: What will you see happening in the classroom that can be observed? For example, “I will incorporate clear systems and routines for assessing student understanding during the lesson…”
And lastly, the Objective: How will the activity impact student learning? For example, “… to improve students’ ability to interpret literary techniques.”

11. Professional development activities (PDA)
PDA are learning opportunities that
improve practice in the focus area.
Focus should be placed on individualized and targeted professional activities vs. districtwide workshops
Timelines should spread throughout the year
Completion dates are based on when the teacher plans to engage in the PDA
The next element is Professional Development Activities. PDA is defined as learning opportunities the teacher will take advantage of within a certain time period to improve practice in the focus area. A focus should be placed on individualized and targeted professional activities as opposed to districtwide learning sessions.
The professional development activities should be aligned to the instructional practice criteria that was chosen for the focus area. Timelines should spread throughout the school year with at least one learning opportunity sometime during the fall semester so that the teacher is not waiting to grow in an area s/he has identified as a growth opportunity. Completion dates are based on when the teacher plans to engage in the PDA.

12. Types of professional development
Peer Observations
Training Sessions
At Bats
Here are some general types of professional development opportunities that can be utilized to reinforce and grow instructional skills.
Peer observations
Training sessions
At Bats – gets its name after the concept of batting in baseball. As a baseball coach, you would allow your players to get as many swings or "at bats" as they need to be able to master the task of hitting; similarly, a CIC/mentor should allow BTs to have as much practice as they need to be able to master a task/skill.
Book Study or Chapter Study in conjunction with the appraiser
Book/Chapter Study

13. Specific examples
Watch a sample video on leveled grouping and create a plan for introducing this concept to your class.
Observe an experienced teacher on campus who is adept at differentiated instruction. Implement some the teacher’s strategies in your classroom.
Watch a sample video on leveled grouping and create a plan for introducing this concept to your class.
Observe an experienced teacher on campus who is adept at differentiated instruction. Implement some the teacher’s strategies in your classroom.

14. Evidence of accomplishment
Source of Evidence
Desired Outcome
Evidence of Accomplishment + =
Evidence of data that will be used to determine accomplishment of the PLT.
Accomplishment is not completion of activities but rather impact on student outcomes and/or teacher behavior (depending on the target)
The Evidence of Accomplishment has its own “formula” to help understand how we can determine if the teacher has met the goal.
The source of evidence is the “What?”
What type of data are we using the measure the impact?
Is it an assessment where the students’ success is measured?
Is it a teacher behavior we are measuring?
Depending on the Professional Learning Target, the desired outcome may be student data-based or teacher behavior-based, or it can consist of both.
If it is teacher behavior-based, performing consistently at a Level 3 in the respective criteria would be an appropriate example of Evidence of Accomplishment.
Accomplishment is not completion of activities, but rather the impact on student outcomes and/or teacher behaviors.
The teacher will perform consistently at a level in the identified criteria.

15. 1 Based upon feedback from my appraiser’s most recent observation
Let’s practice RAO
1 Based upon feedback from my appraiser’s most recent observation
1 Based upon feedback from my appraiser’s most recent observation
Rationale
2 I will set and implement effective discipline management procedures
2 I will set & implement effective discipline management procedures
Activity
3 That will increase the amount of time students spend on task
3 That will increase the amount of time students spend on task
Objective

16. 3 Considering my 2017 SAT scores on Reading Comprehension
Let’s practice RAO
1 I will utilize flexible instructional groups based on student learning needs
3 Considering my 2017 SAT scores on Reading Comprehension
Rationale
2 To improve comprehension of non-fiction literature
1 I will utilize flexible instructional groups based on student learning needs
Activity
3 Considering my 2017 SAT scores on Reading Comprehension
2 to improve comprehension of non-fiction literature
Objective

17. 3 Based upon data from my Coaching Development Form
Let’s practice RAO
1 To improve students’ ability to interpret literary techniques (e.g., foreshadowing, allusion, symbolism)
Rationale
3 Based upon data from my Coaching Development Form
2 I will incorporate clear systems and routines for assessing student understanding during the lesson
2 I will incorporate clear systems and routines for assessing student understanding during the lesson
Activity
3 Based upon data from my Coaching Development form
1 To improve students’ ability to interpret literary techniques (e.g., foreshadowing, allusion, symbolism)
Objective

18. Teacher action steps TEACHER ACTION STEPS
Teacher creates the IPDP in the Feedback and Development Online Tool
Teacher uploads any appraiser-approved assessment/rubric and appraiser-approved checklist to the IPDP form
Teacher clicks “Save” and “Send to Appraiser” in order to submit the completed IPDP to the appraiser for review
Teacher selects the status “Held” and enters the date of the conference and submit to the appraiser (to be completed during the Goal Setting Conference)
Create IPDP Form
Upload Documents
Save
Send to Appraiser
Conference
Status Held v Date 9/21/18

19. Write 2 IPDP Goals Let’s practice
Mentors and mentees will take this time to work on writing a couple of IPDP Goals.

20. To receive credit on onesource
Go back to OneSourceMe Learning by minimizing or closing this window.
Click on the final quiz. You must score 80% or higher to pass the final quiz.
Click on and complete the Acknowledgment Form
Lastly, please click on and complete the End of Course Survey to receive credit in OneSource for completing the course.
After the CICs have facilitated the session, direct participants to go back to OneSourceMe to take the quiz and receive credit for their participation in Forum 1.

21. Thank you