Name __Abby Hasebroock______________ Department _______English_________ Date
_____Friday, August 28, 2015__
Professional goals selected
Goals should speak to specific areas that the teacher has identified as priorities in his/her professional growth this year. At least 1 goal must be related to classroom performance / teaching strategies from Criteria attached. These are in bold. B4. Educator participates in peer evaluation process H2. Educator regularly uses technology tools to enhance curriculum. C1. Educator participates in the life of the school as required during the school day. Attends outside of school events. Treats students and colleagues fairly and with respect.
Plan for meeting each goal
What will you do/ learn/ practice/ develop? How will it be measured / observed? (Verification that plan has been met will be completed as part of your Summative Reflection at the end of the year.) B4. Educator participates in peer evaluation process --I intend to meet this goal by making time to observe my colleagues in the English Department, namely those teaching the same level. I would like to observe each team level member at least once this year. H2. Educator regularly uses technology tools to enhance curriculum. --This is my first year teaching in a 1:1 iPad environment. My goal is to be 90% paperless, and use creative methods for dissemination of content, activities, materials, and homework. I want to know a few new apps very well, namely Google Classroom, Google for Education, Notability, and Socrative. C1. Educator participates in the life of the school as required during the school day. Attends outside of school events. Treats students and colleagues fairly and with respect. --I intend to be involved in the community both during and outside the school day. I will moderate the Body and Mind Club and will work to increase attendance. I will support students at sports games and performances and support my colleagues who moderate them. List any other information/ reflections you feel would be helpful for your PDP conversation.
Please check this box if you are considering creating a Portfolio for column advancement this year.
Signature/ date following PDP submission & discussion
Teacher Abby Hasebroock Department Chair Administrator
Criteria for Teacher Evaluation
(from the SAINT IGNATIUS PROFILE OF AN IGNATIAN EDUCATOR Grid) I. Academics II. Professional Development III. School Culture IV. Formation/Religious A1. Educator provides tutoring outside of class time. A1. Educator submits Professional A1. Educator communicates in a A1. Educator understands the values A2. Educator makes an effort to know and care for Development Plan and summative professional manner. present in foundational documents, such students in the spirit of Cura Personalis. evaluation documents as directed and A2. Educator actively participates in as The Graduate at Graduation, What A3. Educator inquires about students lives outside the attends all required meetings. leading honest and respectful dialogue Makes a Jesuit School Jesuit?, First classroom. A2. Educator adjusts instructional that provides feedback to colleagues and Principle and Foundation, and Men for B1. Educator enforces all school policies outlined in the practices based on feedback from students. Others. Parent-Student and Faculty-Staff Handbooks. students and colleagues, when A3. Educator serves in a leadership role, A2. Educator integrates Ignatian B2. Educator demonstrates sound classroom management appropriate. modeling and leading honest and values and references into the and maintains an effective learning environment. A3. Educator evaluates effectiveness effective dialogue. classroom when possible. B3. Educator demonstrates superior classroom of change and shares it with others, A4. Educator calls students and A3. Educator works with colleagues and management and maintains an effective learning when appropriate. colleagues to appropriate decision- students on ways to incorporate themes environment. A4. Educator helps others to be making. from foundational documents into the life B4. Educator participates in peer evaluation process. critically reflective and to strive for self- B1. Educator works in collaboration of the school. B5. Educator mentors, guides, and supports colleagues. improvement. with others. A4. Educator leads initiatives that C1. Educator creates and maintains an effective learning B1. Educator establishes a B2. Educator solicits feedback from, and incorporate foundational principles into environment. constructive and collaborative provides feedback to, students and education. Educator brings this C2. Educator relates the subject matter to students' own relationship with departmental colleagues in order to build a positive leadership to areas outside of Saint experiences. colleagues on curriculum and other school culture. Ignatius as well; for example, JSEA, C3. Educator initiates or generates ideas that improve the initiatives. B3. Educator takes a leadership role in Chicago Archdiocese, and other quality of student learning. B2. Educator establishes and school projects and initiatives. organizations. C4. Educator models lifelong learning through continuous maintains constructive and B4. Educator develops and implements B1. Educator participates in the Adult professional development and improvement. collaborative relationships with other school-wide initiatives. Formation Program, Ignatian Values D1. Educator submits and verifies grade reports on time and as members of the school community. C1. Educator participates in the life of the Days, and Faculty/Staff Retreats. directed. B3. Educator cultivates relationships school as required during the school day. B2. Educator understands and uses D2. Educator solicits feedback from students through course with colleagues from other schools to Attends outside of school events. Treats core principles of the Spiritual surveys. gather information about best practices students and colleagues fairly and with Exercises and/or the Ignatian D3. Educator regularly seeks feedback from students and in order to foster school improvement. respect. Pedagogical Paradigm in individual implements changes to course curriculum based on student B4. Educator presents best practices C2. Educator models generosity. Takes lessons, assignments, and/or survey results, when appropriate. at JSEA, Archdiocesan or other an active role by engaging in, promoting, assessments. D4. Educator participates in the peer evaluation process. conferences, and/or leads change and/or supporting school events and B3. Educator consistently embeds the D5. Educator incorporates peer evaluative strategies into initiatives for the broader school programming. Encourages school spirit. core principles of the Spiritual Exercises teaching, when appropriate. community. Supports students. and/or Ignatian Pedagogical Paradigm in D6. Educator provides timely and constructive feedback to C1. Educator participates in ongoing C3. Educator designs and/or leads curriculum planning for individual courses. students using a variety of methods. professional development. initiatives that challenge Ignatians to B4. Educator leads and supports others D7. Educator works with students outside of class time. C2. Educator actively engages in serve. in experiencing the Spiritual Exercises D8. Educator collaborates with educators from other professional development C4. Educator develops and implements and/or using the Ignatian Pedagogical departments to support student learning. opportunities outside of school, beyond school-wide initiatives that challenge Paradigm. D9. Educator initiates implementation of a new school learning those related to certification/licensure Ignatians to serve. C1. Educator models faith and justice initiative. or Masters requirement. D1. Educator informs parents or in the classroom. D10. Educator tracks student progress and maintains accurate C3. Educator models the importance guardians about the academic and social C2. Educator purposefully and student records. of lifelong learning. progress of the students. appropriately addresses justice and D11. Educator uses assessment in daily instruction. C4. Educator leads initiatives in the E1. Educator understands and promotes faith issues with students. D12. Educator uses high-quality feedback from many sources. school and/or the educational field, as the school mission through active C3. Educator collaborates with students D13. Educator develops new curriculum based on research and a result of ones professional participation in school liturgies, Ignatian and colleagues to promote and practice best practices. development. Value Days, and other school day events. faith and justice. E1. Educator is highly proactive in serving students. D1. Educator follows initiatives set by E2. Educator participates in and C4. Educator leads initiatives that deepen E2. Educator adapts methods and strategies according to the trustees. contributes to optional activities devoted the schools promotion and practice of abilities of the students. D2. Educator supports initiatives to service and/or faith. faith and justice. E3. Educator develops course curriculum materials that focus through implementation and feedback. E3. Educator leads co-curricular or class D1. Educator supports the vision and on specific outcomes aligned with curriculum goals. D3. Educator collaborates with programs that encourage students to mission of the school to students, E4. Educator updates class materials that model the Ignatian colleagues on implementation. grow as men and women for others. colleagues, and the general public. Pedagogical Paradigm in order to meet the individualized D4. Educator takes leadership in E4. Educator leads initiatives where D2. Educator contributes to the vision instructional needs of all students. planning and implementation of school student Ignatian leadership is developed. and mission of the school in word and E5. Educator develops lessons and offers learning improvement initiatives. F1. Educator follows initiatives set by action. opportunities that will broaden students' awareness and trustees. D3. Educator collaborates with students encourage them to consider the viewpoints of others. F2. Educator supports initiatives through and colleagues in initiatives that shape E6. Educator serves as department leader in updating and implementation and feedback. the schools vision and animate the evaluating curriculum. F3. Educator collaborates with schools mission. F1. Educator provides reasonable accommodations for colleagues on implementation. D4. Educator leads initiatives that shape students with Individualized Learning Plans and F4. Educator takes leadership in the schools vision and animate the recommendations from school counselors. planning and implementation of school schools mission. F2. Educator adapts course materials to accommodate student improvement initiatives. E1. Educator follows initiatives set by needs. trustees, local province of the Society of F3. Educator is open to new research on student learning and Jesus, and the Archdiocese. incorporates strategies for different learning styles. E2. Educator supports initiatives through F4. Educator corrects, critiques, and returns student work implementation and feedback. within a reasonable time frame. E3. Educator collaborates with F5. Educator uses various assessments that evaluate colleagues on implementation. different skills and knowledge. E4. Educator takes leadership in planning F6. Educator instills a passion for the Magis. and implementation of school G1. Educator demonstrates competence in subject area(s). improvement initiatives. G2. Educator provides a variety of learning opportunities to help students gain knowledge of the subject and to develop a variety of skills. G3. Educator treats religious and social justice issues appropriately in his/her academic discipline. H1. Educator utilizes the technology available to develop lesson plans that incorporate the appropriate use of technology. H2. Educator regularly uses technology tools to enhance curriculum. H3. Educator serves as a school technology leader. H4. Educator actively promotes learning using technology at JSEA meetings, Archdiocesan or other conferences. I1. Educator follows initiatives set by trustees. I2. Educator supports initiatives through implementation and feedback. I3. Educator collaborates with colleagues on implementation. I4. Educator takes leadership in planning and implementation of school improvement initiatives.