Professional Growth and Improvement Plans. Professional growth and improvement plans shall be developed as follows:
Professional Growth and Improvement Plans. School counselors with a final summative rating of “Accomplished” must develop a professional growth plan. School counselors with a final summative rating of “Skilled” must develop a professional growth plan collaboratively with their evaluator. School counselors with a final summative rating of “Developing” must develop a professional growth plans with their evaluator. The Superintendent/designee approves the professional growth plan. School counselors with a final summative rating of “Ineffective” must develop an improvement plan with their evaluator. The Superintendent/designee approves the improvement plan. The District has discretion to place a school counselor on an improvement plan at any time based on deficiencies in any individual component of the evaluation system.
Professional Growth and Improvement Plans. Each teacher must develop either a professional growth plan or improvement plan in accordance with the Board’s policy. Teachers who meet Above-Expected levels of student growth must develop a professional growth plan. Teachers who meet Expected levels of student growth must develop a professional growth plan collaboratively with a credentialed evaluator from the Board-approved list. Teachers who meet Below-Expected levels of student growth must develop a professional improvement plan with their credentialed evaluator.
Professional Growth and Improvement Plans. 1. Professional Growth or Improvement Plans help teachers focus on areas of professional development that will enable them to improve their practice. Teachers are accountable for the implementation and completion of the plan and may use the plan as a starting point for the school year. (The Professional Growth Plan is intended to be one academic year in duration. Professional Growth or Improvement Plans may support the goals of the Individual Professional Development Plan or IPDP. The Professional Growth or Improvement Plan is not intended to replace the IPDP.) The Professional Growth or Improvement Plan and process includes feedback from the evaluator, as well as the teacher’s reflection, and the support needed to further the teacher and students (based on available data), and specifically relate to the teacher’s areas for growth as identified in the teacher evaluation. The evaluator should recommend professional development opportunities, and support the teacher by providing resources (e.g., time). The Professional Growth or Improvement Plan should be reflective of the data available.
2. Professional growth and improvement plans shall be developed as follows:
a. Teachers with a final holistic rating of Accomplished will develop a self- directed professional growth plan each year.
b. Teachers with a final holistic rating of Skilled, and those who are new to the District or the profession, will collaboratively develop a professional growth plan with the evaluator each year.
c. Teachers with a final holistic rating of Developing will develop a professional growth plan each year that is guided by the evaluator.
d. Teachers with a final holistic rating of Ineffective will be placed on an improvement plan each year that is developed by the evaluator.
3. Professional growth and improvement plans written for the school year shall be developed no later than September 15th.
4. Professional growth and improvement plans shall describe the specific performance expectations, timelines for completion, resources and assistance available.
5. The Board shall provide for professional development and for the allocation of financial resources to accelerate and continue teacher growth and improvement and to provide support to poorly performing teachers.
6. A professional improvement plan is a clearly articulated assistance program for a teacher whose final summative rating is Ineffective or who is deficient in any individual component of the evaluation system. X X X X Growth ...
Professional Growth and Improvement Plans. 1. Teachers whose final summative rating is “Accomplished” will develop a self-directed professional growth plan During the school year when a teacher whose final summative rating is “Accomplished” is not being evaluated, the teacher shall be observed by a credentialed evaluator as part of a focused- observation, and participate in a formal post-observation conference with the credentialed evaluator.
2. Teachers who final summative rating is “Skilled” will develop a professional growth plan collaboratively with his/her credentialed evaluator and will have input on his/her evaluator for the next evaluation cycle, utilizing the Professional Growth Plan form found in Ohio ES. During the school year when a teacher whose final summative rating is “Skilled” is not being evaluated, the teacher shall be observed by a credentialed evaluator as part of a focused- observation, and participate in a formal post-observation conference with the credentialed evaluator.
3. Teachers whose final summative rating is “Developing” will develop a professional growth plan with their credentialed evaluator. The administration will assign the evaluator for the subsequent cycle and approve the professional growth plan.
4. Teacher whose final summative rating is “Ineffective” will develop a professional improvement plan with their credentialed evaluator. The administration will assign the evaluator for the subsequent evaluation cycle and approve the professional improvement plan, utilizing the Improvement Plan form found in Ohio ES.
5. This improvement plan shall be created by the evaluator. The plan shall consist of measurable goals. The administrator shall be responsible for:
a. providing time and resources to cooperatively help the teacher meet the goals outlined in the improvement plan
6. Nothing herein shall prevent the Administration from placing any teacher on an improvement plan at any time based upon specific deficiencies in any individual component of the evaluation system
7. Once the teacher meets the criteria outlined in the improvement plan and evaluation, the teacher will be returned to a non-improvement plan status for the following evaluation cycle.
Professional Growth and Improvement Plans. Counselors must develop professional growth or improvement plans based on the Evaluation Rating. Counselors who meet Average, Above Average, and Most Effective levels of student growth must develop a professional growth plan. Counselors who meet Approaching Average and Least Effective levels of student growth must comply with an improvement plan developed by the credentialed evaluator, or designee.
Professional Growth and Improvement Plans. 1. In the event that a Bargaining Unit Member and evaluator are unable to agree on the evaluator’s expectations for the professional growth or improvement plan, the Bargaining Unit Member may request a mutually agreed upon district educator to facilitate further discussion between the Bargaining Unit Member and the evaluator.
2. Professional growth and improvement plans, as defined in the Policy in Appendix D, for a school year shall be developed not later than the end of September.
3. Professional growth and improvement plans shall describe the specific performance expectations, resources and assistance to be provided.
4. The Board shall provide for professional development and for the allocation of financial resources to accelerate and continue Bargaining Unit Member growth and improvement and to provide support to poorly performing Bargaining Unit Member as set forth in this agreement and as provided by the superintendent.
5. For the purpose of this agreement, improvement plans shall be based on the overall student growth measure level, and not for individual subjects or classes taught.
6. A Bargaining Unit Member coming from another school district or state shall not be placed on an improvement plan in their first year.
7. A first year Bargaining Unit Member shall not be placed on an improvement plan.
Professional Growth and Improvement Plans. School counselors with a final summative rating of Accomplished shall develop a professional growth plan. School counselors with a final summative rating of Skilled shall develop a professional growth plan collaboratively with their evaluator. School counselors with a final summative rating of Developing shall develop a professional growth plans with their evaluator. Professional growth plans are subject to approval by the Superintendent or their designee before becoming final. School counselors with a final summative rating of Ineffective must develop an improvement plan with their evaluator. Improvement plans are subject to approval by the Superintendent or their designee before becoming final. The District has discretion to place a school counselor on an improvement plan at any time based on deficiencies in any individual component of the evaluation system.
Professional Growth and Improvement Plans. Teachers must develop professional growth or improvement plans based on the Evaluation Matrix. Teachers who meet Above-Expected levels of student growth must develop a professional growth plan independently and submit their plan to their credentialed evaluator. Professional growth and improvement plans for a school year shall be developed not later than the first day of September of that school year. Teachers who meet Expected levels of student growth must develop a professional growth plan collaboratively with a credentialed evaluator or designee for the evaluation cycle. Professional growth and improvement plans for a school year shall be developed not later than the first day of September of that school year. Teachers who meet Below-Expected levels of student growth must comply with an improvement plan developed by the credentialed evaluator, or designee. Professional growth and improvement plans for a school year shall be developed not later than the first day of September of that school year.
Professional Growth and Improvement Plans. Pursuant to ODE’s evaluation framework under O.R.C. 3319.112, all teachers and other professionals will either be on a Professional Growth Plan (PGP) or a Professional Improvement Plan (PIP). A PIP is triggered by an overall Composite Rating of “Ineffective.” Additionally, a rating of “Ineffective” in one or more of the power components may trigger interventions to assist teacher development of improved practice. For classroom teachers, the nine (9) power components have been identified as: 1 c, e, 2 b, c, d, 3 c, d, and 4 b, f. (See Appendix U, Decision Cluster 6.) Licensed/Certificated bargaining unit members rated “Accomplished” shall write a self- directed PGP. In the TDES off-years, during quarters two or three, there will be an announced check-in visit and scheduled conference regarding the professional’s selected growth plan goals. The professional does not complete a designated lesson plan or upload any evidence. The evaluator does not upload evidence to the TDES portal. Licensed/Certificated bargaining unit members rated “Skilled” shall jointly develop a PGP with their evaluator. In the TDES off-years, during quarters two or three, there will be an announced check-in visit and scheduled conference regarding the professional’s selected growth plan goals. The professional does not complete a designated lesson plan or upload any evidence. The evaluator does not upload evidence to the TDES portal. Licensed/Certificated bargaining unit members rated “Developing” shall jointly develop a PGP with their evaluator. Licensed/Certificated bargaining unit members rated “Ineffective” shall have a PIP developed by their evaluator. Where applicable, professionals who are assigned to a grade level or subject area with value added data shall review that data during their PGP/PIP conference.
