Plan Two (Tenured Teachers). Overview Tenured teachers will take primary responsibility for generating, planning, and executing a process for their own professional development that will relate to the “Criteria for Teacher Performance Evaluation” (categorized as Responsibilities; Teaching; Learning Environment; and Planning, Preparation & Procedures – see below) and/or the implementation of department or school improvement initiatives. Such growth plans might also respond to recommendations in the teacher’s last summative evaluation or to the teacher’s self-reflections during his/her last summative evaluation dialogue. These professional growth plans [templates and models attached], ideally initiated right after the conclusion of the prior summative evaluation conference, will be formulated, in dialogue with facilitators, by September 30th of the school year following a summative evaluation. The teacher should submit his/her first draft of that plan to the facilitator at least two weeks prior to September 30th.The plan will conclude with specific methods of verification, assessable and observable, to be evaluated by the Principal or his/her designate to conclude this process. (Reference Figure 6: Professional Growth Action Plan) EXHIBIT A In the case of newly tenured teachers, administration will provide training and guidance in developing their first professional growth plan. The training will take place during the first semester of tenure. The newly tenured teacher’s professional growth plan will be formulated, in dialogue with facilitators, by January 30th. The Principal or his/her designate should sign off on the initial plan, a step that makes the plan operational. If he/she suggests modifications (e.g., to clarify that verifications are, in fact, assessable and verifiable), such a suggestion should be timely, in writing, and provided to both the teacher and his/her facilitator. It is understood that the professional growth plan is the teacher’s plan. To that end, suggested modifications by the Principal, or his/her designate, should properly concern details of the plan of action and the procedures to verify the achievement of outcomes. Differences of opinion about this should be resolved by the teacher, facilitator, and Principal or his/her designate in conference. A facilitator must be a school administrator or appropriate department chairperson unless the administration and teacher mutually agree upon another appropriate party. The facilitator’s role through the process will n...
