1. Professional Growth Plans for Teacher Professional Certification
Office of Superintendent of Public Instruction
PO Box 47200
Olympia WA

2. Professional Growth Plan (PGP)
Professional development tool
Component of certification
Residency
TAP
Professional Certification
Ongoing Professional Development
The PGP Is a required component of the state certification system.
The PGP Is included at all levels of certification because professional growth is an ongoing process and goals are always adjusted and revisited based on new learning, experiences, contexts and other variables.
There is no magic “ceiling” in professional development. A teacher might reach a goal written in pre-service and would therefore consider next steps in that same area

3. PGPs and Certification
Organized around the standards and criteria for certification
The exact number of growth plans will vary for each teacher, but typically teachers will develop plans for 3-5 of the 12 criteria

4. ProCert Standards Effective Teaching Professional Development
12 criteria in 3 Standards (WAC A-540)
Effective Teaching
Professional Development
Professional Contributions
Professional growth is an ongoing spiral.
ProCert Standards build upon the Residency Standards
In ProCert, Foundational Knowledge is assumed, Effective teaching and professional development are taken to the next level of sophistication from residency certification.

5. Professional Growth Plans
Format for self-assessment against standards and planning for personal professional development
Intentional
Follow-through
Includes a Timeline
Accountability Built-In
Connected to student learning
The goals should be specific to the teacher and the teacher’s context
Goal should be big enough to require a timeline and follow through but not so broad the teacher cannot reach it or measure success in a reasonable amount of time

6. Career Development Master’s Degree Additional Endorsements
Education is a broad and dynamic field. Teachers must continually adapt to changing environments, students, and demands for professional growth
Master’s Degree
Additional Endorsements
National Board Process
Others?
Have teachers brainstorm various professional development opportunities and then click to bring the bullets in.
Other forms might include membership in professional organizations, attending conferences and workshops, book studies, learning groups and more

7. Owning Your Professional Growth
Design an individual learning plan for yourself
What do YOU want to know more about
What aspects of teaching do YOU want to practice more of
What are areas of challenge
Begin to Act
Try out your new learning and ideas
Reflect and improve
Create new critical questions

8. PGP Components Professional Growth-Area of Focus
Use this template for each area selected
Professional Growth-Area of Focus
Rationale for Choosing this Goal
Identify Your New Learning
Timeline for Proposed Activities
Plan for Documenting Your Growth
The PGP should be written on the Pre-Assessment Plan form
Area focus is the candidate’s specific question. For example for Criteria 1(b) “Using a variety of assessment strategies and data to monitor and improve instruction;” the area of focus might be on fostering student self assessment and reflection.
The rationale is connected to the candidate and their context.
One possible activity to help the teachers begin:
Ask teachers to think about their greatest moment during the last two weeks (you can leave it broad or provide them an area such as working with parents or classroom management).
Do a think-pair-share.
For each example shared with the whole group, ask the group which of the 12 criteria the story relates to. They probably will come up with more than one. Remind them that teaching is a complex and integrated endeavor. Ideally their goals for different criteria are connected and are mutually supportive.
Use one of the examples and fill in the template as a group.
Repeat steps 1-4, instructing teachers to consider the most challenging experience of the last two weeks.
Be clear with the group that this just ONE way to begin thinking about their teaching and how the goals should connect to their practice. They do not have to actually write down the story that the goal comes from, however the rationale should connect to their actual classroom.

9. Resources Cooperating Teacher University Supervisor
College/University Faculty
Colleagues
Assessment Data
Students
Building Principal
The first two are resources for pre-services teachers
The remaining resources can inform any teacher’s analysis and reflection as they consider areas to focus on