Professional Development Plan. Professional Development Plan (PDP) refers to plans developed by faculty members addressing the criteria contained in Article 22 and Appendix G.
Professional Development Plan. The employing district has developed and implemented a Professional Development Plan for interns in consultation with a Commission-approved program of teacher preparation. The plan shall include all of the following:
(a) Provisions for an annual evaluation of the intern.
(b) A description of the courses to be completed by the intern, if any, and a plan for the completion of preservice or other clinical training, if any, including student teaching.
(c) Additional instruction during the first semester of service, for interns teaching in kindergarten or grades 1 to 6 inclusive, in child development and teaching methods, and special education programs for pupils with mild and moderate disabilities.
(d) Instruction, during the first year of service, for interns teaching children in bilingual classes in the culture and methods of teaching bilingual children, and instruction in the etiology and methods of teaching children with mild and moderate disabilities.
Professional Development Plan. In accordance with the Ohio State Board of Education’s statewide evaluation framework, the Board will adopt a specific plan for the allocation of financial resources to support the professional development of teachers covered by this Article.
Professional Development Plan. The Instructional Coach will orient teachers to the KSD course offerings and registration process as well as assist teachers in developing a professional development plan.
Professional Development Plan. Courses taken shall follow a mutually agreed to District Professional Development plan for the unit member’s development in his/her position.
Professional Development Plan. A document developed by the teacher in consultation with the supervisor describing a teacher’s professional growth interests and needs that:
a. Covers one to four years of professional activity
b. Includes 1-5 long-term professional growth goals that are consistent with school, district, and department goals and priorities
c. Identifies the California Standards for the Teaching Profession (CSTP) and the California Standards for the School Counseling Profession (CSSCP) related to each professional growth objective; hereafter referred to as the “Standards”
d. Identifies specific annual objective(s) to be the focus in the present year and describes activities to be undertaken
e. Is updated each year and may be revised at any time, and
f. Is kept on file by the teacher and supervisor/evaluator
Professional Development Plan. In keeping with high professional standing, each Probationary and Tenured Professor will develop and review individually with their respective Xxxx or supervising administrator a personal Professional Development Plan which includes goals which: • Relate to their present or future instructional/counseling/advising/library assignments and professional interests; • Meet and maintain certification, accreditation, or professional standards of the College and the respective program assignment; • Detail the outcomes and identified needs from their Probationary Review or Teaching Excellence Community assessment; and • Support College core themes. The Professional Development Plan is to be completed by October 31 in the professor’s first probationary year and updated annually by June 15 thereafter, cover three years and should include a schedule of goals and activities to be completed during each year of the plan. The Professional Development Plan for Tenured Professors will cover five years. The plan is to be developed upon mutual agreement between the professor and the Xxxx or supervising administrator. In the event that the professor and the Xxxx or supervising administrator cannot reach a mutual agreement, the appropriate Vice President will have final approval. The Professional Development Plan is a working agreement and, through mutual agreement between the professor and the Xxxx or supervising administrator, may be altered during the year. Significant alterations to the Professional Development Plan must be approved by the respective college Vice President. Satisfaction of Professional-Technical Certification requirements will constitute satisfaction of the annual professional development plan.
Professional Development Plan. The Minneapolis Federation of Teachers, Educational Support Professionals Chapter and the Minneapolis Public Schools have elected to use the Professional Development Plan (PDP) to support and enhance the performance of Educational Support Professionals. The goals of the District’s PDP process are to: improve student achievement and promote collegial and professional growth. Participation in the PDP process will achieve these goals by: ▪ focusing improvement efforts on instruction; ▪ improving peer interaction and involvement; ▪ increasing communication especially between Educational Support Professionals, administrators and teachers; ▪ increasing parent/community participation; ▪ focusing on inclusion in instruction, i.e. multicultural, gender fair, ability fair and developmentally appropriate instruction; ▪ creating an environment which promotes risk-taking and trust; ▪ sharing decisions with all of the stakeholders. The PDP process requires employees to develop and enhance their skills in their area of responsibility. The mission of the District is to ensure that all students learn. Further, the professional development plan must support the School Improvement Plan of the site. The PDP is an individualized self-improvement plan designed by an employee and the PDP team. It is believed that the employees will assume increased responsibility for professional growth because of the support of the team and the focus on student achievement. The PDP requirement that the employee seeks professional development as part of a team will enhance a spirit of collegiality. Plan design for the implementation of the PDP process for Educational Support Professionals is the shared responsibility of the site leadership team, the site principal, Human Resources, Teacher and Instructional Services, and other departments within Minneapolis Public Schools. The “Standards of Effective Instructional Support for Educational Support Professionals” is provided as a guide for Educational Support Professionals in the preparation of their PDPs. It is understood that not all members of the bargaining unit currently provide instructional support and may need to modify these standards and/or use other criteria to prepare their PDP. PDP does not apply to probationary or temporary Educational Support Professionals.
Professional Development Plan a. If a teacher receives a “needs improvement” rating on a formal summative evaluation, the administration must develop a professional improvement plan [Professional Development Plan (PDP)] for the teacher in cooperation with the Teacher.
b. The PDP shall be finalized within thirty (30) days of issuance of a summative evaluation rating of “needs improvement”.
c. The PDP shall address only the items in which the Teacher received lower than proficient ratings in the formal summative evaluation.
d. The PDP shall include recommendations of activities/strategies for improvement.
e. The PDP shall include support for the Teacher including mentors.
f. The PDP shall take into account the Teacher’s on-going professional responsibilities while on the PDP.
g. The length (number of days) of the PDP shall be listed on the PDP.
h. The Teacher on a PDP shall receive a summative evaluation within ten (10) days of the end of the PDP.
i. The evaluation instrument used for the PDP evaluation shall be the same instrument used for the original evaluation which prompted the PDP.
Professional Development Plan. 1. The objective of this Plan is to promote development of certificated employees.
