Common use of Professional Growth Plans Clause in Contracts

Professional Growth Plans. Teachers who have a final rating of Accomplished shall develop a self-directed professional growth plan that focuses on the most recent evaluation (or observation if the teacher is on a less frequent evaluation cycle). Teachers who have a final rating of Skilled shall jointly-develop a professional growth plan with their credentialed evaluator that focuses on the most recent evaluation (or observation if the teacher is on a less frequent evaluation cycle). Teachers who have a final rating of Developing shall develop a professional growth plan that is guided by the assigned credentialed evaluator. Growth progress is defined as completing a/n action step(s), attaining a goal statement, and/or providing evidence on qualitative or quantitative indicators for the bargaining unit member. The credentialed evaluator, in dialogue with the teacher, shall determine whether the teacher is making progress on the professional growth plan. Failure to make adequate growth progress may result in a teacher being subjected to an off-year evaluation or being placed on an improvement plan. In a year when a teacher is being evaluated, the professional growth plan shall be developed within ten (10) workdays of the teacher’s first formal (i.e., holistic) observation; in an off- year for an Accomplished or Skilled teacher, the professional growth plan shall be developed by January 15. The professional growth plan must contain at least two (2) S.M.A.R.T. goals that identify the focus and direction for improving practice, make an impact on student learning/success, and align to the District strategic plan and/or building improvement plan.

Professional Growth Plans. Teachers who have a final rating of Accomplished shall develop a self-directed professional growth plan that focuses on the most recent evaluation (or observation if the teacher is on a less frequent evaluation cycle). Teachers who have a final rating of Skilled shall jointly-develop a professional growth plan with their credentialed evaluator that focuses on the most recent evaluation (or observation if the teacher is on a less frequent evaluation cycle). Teachers who have a final rating of Developing shall develop a professional growth plan that is guided by the assigned credentialed evaluator. Growth progress is defined as completing a/n action step(s), attaining a goal statement, and/or providing evidence on qualitative or quantitative indicators for the bargaining unit member. The credentialed evaluator, in dialogue with the teacher, shall determine whether the teacher is making progress on the professional growth plan. Failure to make adequate growth progress may result in a teacher being subjected to an off-year evaluation or being placed on an improvement plan. In a year when a teacher is being evaluated, the professional growth plan shall be developed within ten (10) workdays of the teacher’s first formal (i.e., holistic) observation; in an off- year for an Accomplished or Skilled teacher, the professional growth plan shall be developed by January 15. The professional growth plan must contain at least two (2) S.M.A.R.T. goals that identify the focus and direction for improving practice, make an impact on student learning/success, and align to the District strategic plan and/or building improvement plan.