PROFESSIONAL DEVELOPMENT PLAN TO IMPROVE TEACHING AND LEARNING

LEVEL III

INSTRUCTIONS: To be completed by the teacher

Samples available in Teacher Toolbox located at: http://lcps.k12.nm.us
Employee : Betsy Brown School/Location: MacArthur

Highly Qualified: __X_ YES (In what Area(s): _____ NO

Year Summative Evaluation Due: 2007 Number of Years Experience: 24

Level III

Goals should focus on:

 demonstration of students' taking responsibility for their own learning;
 integration of multiple source data to inform teacher practice;
 taking leadership roles in the improvement of instruction at the local, state, or national levels; and
 Conducting action research to improve learning of all students.

Goals: Strand and Competencies To Be Addressed
(Check the Strand(s) to be focused on and circle the
competencies to be addressed. All three Strands must be
addressed over a three (3) year period.)
 Strand A Competencies: 1 2 5
X Strand B Competencies: 3 *4 6 *7
X Strand C Competencies: 8 *9
GOAL(S) (1, 2, or 3 measurable objectives):
Connection to Education Plan for Student Success
How does the implementation of the district/school EPSS
support student learning?
Goad B-4 will articulate and implement a plan for oral language
development in the literacy curriculum as stated in our EPSS
Smart Goals for literacy.
Goal B-7 will motivate students to be responsible for recognizing
areas of strength and needs in themselves and work to augment
both.
Goal C-9 To articulate and implement a process of
communicating educational standards, benchmarks, and
objectives to parents and the community.

Strand B-4 The teacher will understand the principles of student growth, development, and learning and will apply them appropriately.
The standards, benchmarks, and objectives will be shared with the students to enable them to develop rubrics and assessments that will
encourage them to recognize areas of strength and needs in themselves. The students will be given many opportunities during
instruction to analyze and synthesize information during the weekly literacy curriculum. The goal ultimately is to empower the
students assist in development and implementation of the “next step”.

Strand C-9 The teacher will communicate and work productively with colleagues, parents, and community members in developing
and implementing decisions concerning educational content.

ACTION PLAN TIMELINE PERSON(S) RESOURCES

Strategies/Actions to attain goal RESPONSIBLE
Oral fluency assessment will be administered a Quarterly Teacher MacMillan/McGraw-
minimum of three times each quarter. Hill Reading Fluency
Assessment
Working With Word Walls School Year Classroom Month-By-Month
2005-2006 Teacher/Students Phonics, SDS, Power
School Year Point Presentations
Writing Connections Oral Language to Written 2005-2006 Classroom Nancy Fetzer’s
Text School year Teacher/Students Writing Connections
1
 2005-2006
Communicating w/parents and students via Classroom New report card, NM
individual conferences to assist in interpretation of School Year Teacher standards &
new grading criteria based on standards, 2005-2006 benchmarks
benchmarks, and objectives. Classroom EPSS Safety/Budget
Strand C-9 Participating in the enhancement of Teacher & Committee
EPSS Smart Goals via co-chairing the committee Committee
Members

What formative evidence/measures will I use to determine my progress?

 Assessment of students’ work and projects
 Performance levels reported quarterly on report cards.
 Individual student graphs, along with students’ portfolios (evidence of the progress they have made
throughout their 5th grade year)
 Periodical parent surveys
 Growth in student development of assessment rubrics (from beginning of year to end)
 Periodical parent surveys
 Continuous organization of relevant data and reports

Desired Results: (How will my PDP impact instruction, student learning or professional learning?)
Eighty-five percent of students will have scored “at grade level” in their fluency tests.
All students will have increased their fluency by fifty percent.
The majority of students will be proficient readers and at grade level in school administered tests for Language
Arts.
Students will be able to manipulate data and create Excel graphics to self-monitor their own progress.
Students will be able to recognize proficiency or non-proficiency in conferencing with teachers and parents by
communicating their strengths and needs.
Teachers will have established lasting parent-teacher-student collaboration to assist students in their academic
progress.
Through professional discussion and research, the EPSS committee will enhance the school’s goals to meet the
latest research-based teaching practices and knowledge of students’ learning.

The PED regulation requires that the teacher and administrator create the plan collaboratively no later than forty
(40) days after the first day of each school year or forty (40) days after hire date. (Initial signatures)

____________________________________________ _________________________________________
Principal / Supervisor Date Teacher Date

Teacher Reflection: Provide a written comment on your PDP, including a description of instruction, student
learning, and professional learning.
 What were the observable results of your action plan in terms meeting your goals?
 What worked well?
 What would you do differently if you had the opportunity to do the PDP again?

2
Principal Feedback:

Professional Development Plan Completed ______ YES _____ NO ___ Continued (if multi-year plan)

_______________________________________________ ____________________________________
Principal / Supervisor Signature Date Teacher Date

Copies to: Staff Member, Personnel File, Supervisor