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 plan 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. 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. 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. 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. 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.
Professional Growth and Improvement Plans. Professional growth and improvement plans shall be developed as follows:
A. Teachers whose evaluation rating is Accomplished shall develop a self-directed plan for continuing professional growth and may choose the credentialed evaluator for their next evaluation cycle as set forth in this Agreement.
B. Teachers whose evaluation rating is Skilled shall develop a professional growth plan collaboratively with his/her credentialed evaluator and shall have input on the selection of the credentialed evaluator for their next evaluation cycle as set forth in this Agreement.
C. Teachers whose summative evaluation rating is Developing shall develop a professional growth plan with his/her assigned evaluator, pursuant to the terms of this Agreement.
D. Teachers whose summative evaluation rating is Ineffective shall develop a professional improvement plan with his/her assigned evaluator, pursuant to the terms of this Agreement.
1. The District has the discretion to place any teacher on an Improvement Plan at any time based on deficiencies in any individual component of the evaluation system. A teacher being placed on an Improvement Plan will be notified as soon as possible in order to have an ample time to correct noted deficiencies.
2. Improvement plans shall include specific, measurable instructional practices to be observed, specific, evidence- based resources and assistance to be provided, and clearly articulated timelines for the completion of the plan.
3. If a teacher and evaluator are unable to agree on the evaluator’s expectations for the improvement plan, the teacher may request an additional, mutually agreed upon credentialed evaluator to facilitate further discussion toward the development of the improvement plan.
4. In addition to the foregoing, a teacher may be placed on an Improvement Plan at any time based on deficiencies in any individual component of the evaluation system.
Professional Growth and Improvement Plans. Teachers meeting above-expected levels of student growth must develop professional growth plans with a credentialed evaluator from the Board approved evaluation list. Teachers meeting expected levels of student growth must develop professional growth plans collaboratively with their credentialed evaluators from the Board-approved evaluator list. Teachers meeting below-expected levels of student growth must develop an improvement plan with their credentialed evaluators. The Superintendent / designee assigns credentialed evaluators to teachers meeting below-expected levels of student growth.
