2. PDC Procedures – 2008-2013 Individual Growth Action Plan The Individual Growth Action Plan (IGAP) is a plan each individual completes describing professional learning goals, objectives, procedures for reaching the learning goals, and assessment of the learning. Procedure for Submission and Approval of the Individual Growth Action Plan (IGAP) Individual collaborates with their supervisor to write the IGAP. The goals should align with the goals of the PDC. The plan can be written for one to three years. If a multiple year plan is written, included in the procedures section the individual must note what activities will occur in each year. Individual submits their goals through the online system, My Learning Plan. (www.mylearningplan.com) Plans must be complete prior to any knowledge point request submission or within 10 days of the teacher’s evaluation. Final approval of the individual plans will come from the administrative chair of the Professional Development Council. If an Individual Growth Action Plan goal is denied by the chair, the individual may appeal to the Professional Development Council. (See Appeals Process)

3. Procedures for Completion of Activities Professional learning activity requests must be submitted through the online system, My Learning Plan. (www.mylearningplan.com)www.mylearningplan.com All activities will be considered at the knowledge, application, and impact levels. All activity point requests must be approved by the building PDC representative and the PDC chairperson. After the activity is completed, the individual must complete a validation. The PDC chair will review the validation and assign points to the transcript. Once the knowledge level activity is completed, a prompt will be given to enter an application level activity. Individual must repeat previous steps for completion of application and impact activities. If an activity is denied by the building PDC representative the individual may appeal to the PDC chair. If an activity is denied by the chair, the individual may appeal to the Professional Development Council. (See Appeals Process)

4. Assignment of Points There are no limits to the number of points that may be awarded at any level. Level 1 – Knowledge: One hour of professional learning equals one point. Level 2 – Application: 2 X knowledge points Level 3 – Impact: 3 X knowledge points Validation of Activities at Each Level (See Chart in Appendix) To validate an activity one of the following must be completed. Level 1 – Knowledge: 1. Complete the reflection in mylearningplan.com 2. College transcript. 3. Certificates of completion 4. Attendance records and meeting agendas. Level 2 – Application: 1. Practice with feedback from an instructional coach or supervisor with a minimum of three occurrences. 2. Video or audio recordings of practice with a minimum of three occurrences submitted to instructional coach or supervisor. 3. Lesson plans from a minimum of three occurrences submitted to instructional coach or supervisor. Level 3 – Impact: 1. Evidence that applied strategy positively improved student achievement over 1 academic school year. 2. Evidence that applied strategy positively improved student behaviors over 1 academic school year.

5. Appeals Process All approval decisions of the Professional Development Council, PDC chair, or supervisor may be appealed. All appeals must be submitted in writing to the Professional Development Council within 10 days of the notification of a decision. The appeal should list all reasons why the individual feels that the decision of the council or chair was incorrect. The individual may submit any documentation or information that supports their claim. The written appeals material may be mailed, emailed, or hand delivered to either PDC chairperson. Appeals will be considered at the first regular meeting following the receipt of the written appeal, provided the written appeal was received 7 days prior to the next scheduled meeting. If the individual is not satisfied with the determination made by the council after the presentation, a meeting with the Council may be scheduled. If the individual still remains unsatisfied, an appeal to the Superintendent may be made in writing. In accordance with SBR 91-1-206 (d), the final level of appeal is to the license review committee of the Kansas State Department of Education.

6. NEW District PDC Goals 2008-2013 Goal 1 – Curriculum & Instruction Goal 2 – Technology Goal 3 – School Improvement Goal 4 – Instructional Leadership

7. District PDC Goal 1 – Curriculum & Instruction Goal 1 – Curriculum & Instruction: The district will provide educators with quality professional development in the areas of curriculum and instruction.  Aligned curriculum documents (Bullseye).  Documentation of the use of aligned instructional strategies and programs.  Evaluate student achievement using data from aligned assessment. Teachers All instructional staff will: Administrators All instructional leaders will: Evidence Knowledge Participate in curriculum instruction, and assessment training, and collaboration including but not limited to: MTSS, Marzano, Inclusion strategies, differentiated instruction.  Complete the reflection in mylearningplan.com  Grade in college course.  Certificates of completion.  Attendance records and meeting agendas. Application Develop and Implement curriculum documents, results-based instructional strategies, and aligned assessments.  Practice with feedback from a instructional coach or supervisor with a minimum of three occurrences.  Video or audio recordings of practice with a minimum of three occurrences.  Lesson plans from a minimum of three occurrences. ImpactReview data on student achievement to revise and adjust curriculum and instruction for all.  Evidence of improved student achievement over 1 academic school year.

8. District PDC Goal 2 - Technology Goal 2 - Technology: The district will provide educators with quality professional learning in the area of effectively utilizing technology for instruction and classroom management. In addition, professional learning will be provided in facilitating student acquisition of technology skills. Teachers All instructional staff will: Administrators All instructional leaders will: Evidence Knowledge Participate in training in the use of applicable technologies including but not limited to: Infinite Campus, Microsoft Suite, SMART Technologies, etc.  Complete the reflection in mylearningplan.com  Grade in college course.  Certificates of completion.  Attendance records and meeting agendas. Application Develop and Implement lessons and learning activities that integrate technology into instruction. Develop and Implement lessons that instruct students in the use of technology. Utilize technology to support the management process and to support staff knowledge and application.  Practice with feedback from a instructional coach or supervisor with a minimum of three occurrences.  Video or audio recordings of practice with a minimum of three occurrences.  Lesson plans from a minimum of three occurrences. ImpactReview data on student achievement to revise and adjust instruction for all. Measure student use of technology to revise instruction. Measure teacher infusion of technology into daily management and instruction.  Evidence of improved student achievement over 1 academic school year.  Evidence of improved student behaviors over 1 academic school year.

9. District PDC Goal 3 – School Improvement Goal 3 – School Improvement: The district will provide educators with quality professional learning to successfully sustain the school improvement process.  District Improvement Plan  Strategic Plan  AdvancEd (NCA)  Multi Tiered System of Supports Teachers All instructional staff will: Administrators All instructional leaders will: Evidence Knowledge Understand the process of continuous school improvement Know the expected outcomes of the DIP, Strategic Plan, NCA, MTSS. Analyze data to make decisions about the school improvement process.  Complete the reflection in mylearningplan.com  Grade in college course.  Certificates of completion.  Attendance records and meeting agendas. Application Diagnose academic and behavioral needs to make changes. Develop and Implement Lessons aligned to the Improvement plans written at the building level.  Practice with feedback from a instructional coach or supervisor with a minimum of three occurrences.  Video or audio recordings of practice with a minimum of three occurrences.  Lesson plans from a minimum of three occurrences. ImpactReview data on student achievement to revise and adjust classroom and school wide interventions.  Evidence of improved student achievement over 1 academic school year.

10. District PDC Goal 4 – Instructional Leadership Goal 4 – Instructional Leadership: The district will provide educators with quality professional learning in effective instructional leadership practices in order to facilitate continuous improvement for classroom, building, and district initiatives.  Team development  Protocols  Goal setting  Change Process  Adaptive Practices Teachers All instructional staff will: Administrators All instructional leaders will: Evidence Knowledge Participate in professional learning that models effective instructional leadership practices. Understand how teachers can take on leadership roles within the organization.  Complete the reflection in mylearningplan.com  Grade in college course.  Certificates of completion.  Attendance records and meeting agendas. Application Use effective instructional leadership skills learned to actively engage learners during instruction, or facilitate the implementation of building and district initiatives.  Practice with feedback from an instructional coach or supervisor with a minimum of three occurrences.  Video or audio recordings of practice with a minimum of three occurrences.  Lesson plans from a minimum of three occurrences.  Meeting Agendas and minutes from a minimum of three occurrences directed at the same learning goal. ImpactDefine the learning goals for student or professional group and productively meeting those goals.  Evidence of achievement of the clearly defined learning goals over 1 academic school year.