BELLEFONTE
AREA SCHOOL DISTRICT
PROFESSIONAL EMPLOYEE SUPERVISION/EVALUATION PLAN
August 2008 Revision
| Click here to download Professional Employee Supervision Plan 2008.pdf |
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BELLEFONTE
AREA SCHOOL DISTRICT
PROFESSIONAL EMPLOYEE SUPERVISION/EVALUATION PLAN August 2008 Revision
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Effective supervisory plans regard professional employees as unique individuals with varying professional needs and skill levels. Bellefonte Area School District aspires to provide professional employees with continuous and career-long growth opportunities that take the varied needs of its staff into consideration by encouraging goal setting, reflection, inquiry, and risk-taking.
In 2002, the Bellefonte Area School District developed a supervision plan focused on the implementation of exemplary supervisory practices identified by the Pennsylvania Association of Supervision and Curriculum Development (PASCD) and the work of Danielson and McGreal (2000). The plan was revised in 2004 and then again in 2006. The 2008 revision provides a framework for professional growth with a greater focus on increasing student achievement through the effective implementation of exemplary supervisory practices identified by Nolan and Hoover in Teacher Supervision and Evaluation: Theory into Practice (2008).
The ultimate goal of the Bellefonte Area School District Professional Employee Supervision/Evaluation Plan is to provide a framework to support the development of professional employee skills and knowledge that will result in increased achievement for all students. The district’s vision includes developing a learning community where all educators employ effective “best” practices and nurture a culture conducive to student learning and continuous professional growth.
BASD’s Supervision/Evaluation Plan was developed to align with the Pennsylvania Department of Education’s requirements for evaluation of professional educators. The Core Teaching Competencies, the professional growth focus areas, the Proficiency Attainment mode, the Focused Assistance mode, and the Corrective Assistance mode all align with the four evaluation categories described in PDE’s evaluation forms (PDE 426, PDE 427, and PDE 428).
In addition to the District’s supervision/evaluation plan, summer workshops, in-service programs, graduate courses, conferences, extended Tuesdays, and induction and mentoring programs all contribute to the professional growth of district employees. These opportunities enable professional employees to comply with the requirements of Act 48 of 1999 to maintain professional certification.
The Bellefonte Area School District Supervision/Evaluation plan includes four professional growth areas which focus on the attainment of core competencies:
The plan also includes three modes which focus on the development and demonstration of proficient skills and content-area knowledge:
The Professional Growth Portfolio developed by each tenured professional employee should provide evidence of an employee’s professional growth throughout a school year and the impact of professional development on student achievement. The Proficiency Attainment Portfolio developed by non-tenured professional employees should provide evidence of an employee’s proficiency in all areas of the Core Teaching Competencies.
CORE TEACHING COMPETENCIES SUPERVISION CYCLE FOR TENURED PROFESSIONAL INSTRUCTIONAL EMPLOYEES
The district’s supervision/evaluation plan provides opportunities for individuals to grow professionally through participation in a cycle of differentiated supervision that can be tailored to meet the unique needs of each professional staff member. All professional educators are encouraged to grow professionally throughout their careers in all areas described by the Core Teaching Competencies. The district must ask professional educators to set professional development goals in an assigned category each year to adhere to the Pennsylvania Department of Education’s evaluation requirements.
Tenured professional employees with satisfactory ratings are required to participate in the Core Teaching Competencies Supervision Cycle as illustrated below. The model is based on a four-year cycle with tenured instructional professional employees taking part in a different professional growth focus area each year. A tenured professional employee in his or her first year with the Bellefonte Area School District will be assigned to Instructional Delivery/Implementing Standards-Aligned Instruction (Category III) competencies. Tenured non-instructional employees (e.g. nurses, guidance counselors, psychologists) will be assigned to professional growth focus areas as described in their respective core competencies document (e.g. Core Competencies for Guidance Counselors, Core Competencies for School Nurses, and Core Competencies for School Psychologists).
Core Teaching Competencies Supervision Cycle
Each focus area of the Core Teaching Competencies Supervision Cycle requires the professional employee to establish goals in order to enhance his or her professional practices in the areas identified in the Core Teaching Competencies and to compile a Professional Growth Portfolio to document progress towards attaining the established goals. A Professional Growth Portfolio should include; an implementation plan for achieving the established goals, evidence of plan implementation, and an evaluation of the progress that was made towards achieving professional growth goals, including the impact on student achievement.
The professional employee will be assigned to a specific focus area by the administration. The Instructional Delivery/Implementing Standards-Aligned Competencies (Category III) focus area provides for at least three observation cycles (a pre-conference, classroom observation, and post-conference) with an administrator. However, it should be noted that administrators may choose to observe a professional employee at any point along the differentiated cycle regardless of their assigned professional development focus area. In addition, administrators will conduct both formal and informal observations of employees assigned to Proficiency Attainment, Focused Assistance, and Corrective Assistance Modes.
(Category I)
Focusing on the Planning and Preparation for Standards-Aligned Instruction Core Competencies enables a tenured professional employee or a team of professional employees to explore and evaluate new areas of professional growth that promote student learning. The focal point of Core Competencies Category I is on planning and preparation in order to deliver quality standards-aligned instruction.
Eligibility for Category I A professional employee may be assigned to Planning and Preparation for Standards-Aligned Instruction Core Competencies (Category I) focus area if he or she is tenured and receives administrative direction to participate.
Professional Employee Responsibilities 1. It is the responsibility of the professional employee to print necessary documents from the district website. Documents can be found at www.basd.net by clicking on the “Professional Development” link. 2. The professional employee should identify one or more areas in Planning and Preparation for Standards-Aligned Instruction Core Competencies (Category I) of the Core Teaching Competencies where he or she needs to grow or “stretch” professionally. Professional growth goals should be derived from the focus areas identified in Category I. 3. All forms should be typed and signed by the professional employee prior to submitting them to administration. 4. The professional employee must ensure that he/she is moving through the Core Teaching Competencies Supervision Cycle correctly. If a placement error has occurred the building administrator should be notified.
Professional Growth Portfolio A Professional Growth Portfolio is required each year from all tenured professional employees as evidence for PDE evaluation form 428. The purpose of the Professional Growth Portfolio is to document an individual’s progress toward achieving goal established by the professional employees in his/her Professional Growth Plan. A professional employee may be asked at any time during the school year to share his/her portfolio with the building administrator.
Section #1 Tenured Professional Growth Plan Part 1: Goal Setting Tenured Professional Growth Plan Part 2: Mid-Year Implementation Update Tenured Professional Growth Plan Part 3: End-of-Year Report Tenured Professional Growth Plan Part 4: Professional Growth Reflection Section #2 Artifacts with reflective statements
Classroom Environment/Classroom Management Core Competencies (Category II)
Focusing on the Classroom Environment/Classroom Management Core Competencies enables a tenured professional employee or a team of professional employees to explore and evaluate new areas of professional growth that promote student learning. The focus of Core Competencies Category II is on classroom environment and effective classroom management.
Eligibility for Category II
Professional Employee Responsibilities 1. It is the responsibility of the professional employee to print necessary documents from the district website. Documents can be found at www.basd.net by clicking on the “Professional Development” link. 2. The professional employee should identify one or more areas in Classroom Environment/Classroom Management Core Competencies (Category II) of the Core Teaching Competencies where he or she needs to grow or “stretch” professionally. Professional growth goals should be derived from the focus areas identified in Category II. 3. All forms should be typed and signed by the professional employee prior to submitting them to administration. 4. The professional employee must ensure that he/she is moving through the Core Teaching Competencies Supervision Cycle correctly. If a placement error has occurred the building administrator should be notified.
Professional Growth Portfolio A Professional Growth Portfolio is required each year from all tenured professional employees as evidence for PDE evaluation form 428. The purpose of the Professional Growth Portfolio is to document an individual’s progress toward achieving goal established by the professional employees in his/her Professional Growth Plan. A professional employee may be asked at any time during the school year to share his/her portfolio with the building administrator.
Section #1 Tenured Professional Growth Plan Part 1: Goal Setting Tenured Professional Growth Plan Part 2: Mid-Year Implementation Update Tenured Professional Growth Plan Part 3: End-of-Year Report Tenured Professional Growth Plan Part 4: Professional Growth Reflection Section #2 Artifacts with reflective statements
Instructional Delivery/Implementing Standards-Aligned Instruction Core Competencies (Category III)
Focusing on the Instructional Delivery/Implementing Standards-Aligned Instruction Core Competencies enables a tenured professional employee to work with an administrator to examine, refine, and enhance effective, research-based instructional practices in the classroom. The focus of Core Competencies Category III is on instructional delivery and the implementation of standards-aligned instruction.
Eligibility for Category III A professional employee will be assigned to Instructional Delivery/Implementing Standards-Aligned Instruction Core Competencies (Category III) if he or she: (1) receives administrative direction to participate, (2) is in the first year of tenured employment in the District, or (3) is a tenured professional employee who has not been assigned to Category III for three or more years.
Responsibilities of Professional Employee Assigned to Category III 1. It is the responsibility of the professional employee to print necessary documents from the district website. Documents can be found at www.basd.net by clicking on the “Professional Development” link. 2. Identify, with the help of the building administrator, one or more areas in Instructional Delivery/Implementing Standards-Aligned Instruction Core Competencies (Category III) of the Core Teaching Competencies where he or she needs to grow or “stretch” professionally. Professional growth goals should be derived from the focus areas identified in Category III. 3. All forms should be typed and signed by the professional employee prior to submitting them to administration. 4. The professional employee must ensure that he/she is moving through the Core Teaching Competencies Supervision Cycle correctly. If a placement error has occurred the building administrator should be notified.
The Category III Observation Cycle There should be, at a minimum, three (3) observation cycles completed during the school year. An observation cycle should include the following three phases:
Professional Growth Portfolio A Professional Growth Portfolio is required each year from all tenured professional employees as evidence for PDE evaluation form 428. The purpose of the Professional Growth Portfolio is to document an individual’s progress toward achieving goal established by the professional employees in his/her Professional Growth Plan. A professional employee may be asked at any time during the school year to share his/her portfolio with the building administrator.
The Professional Growth Portfolio should be comprised of three sections described below.
Section #1:
Section #2:
Section #3:
Professionalism Core Competencies (Category IV)
Focusing on the Professionalism Core Competencies enables a tenured professional employee or a team of professional employees to explore and evaluate new areas of professional growth that promote student learning. The focus of Core Competencies Category IV is on professionalism.
Eligibility for Category IV A professional employee may be assigned to the Professionalism Core Competencies (Category IV) focus area if he or she is tenured and receives administrative direction to participate.
Professional Employee Responsibilities 1. It is the responsibility of the professional employee to print necessary documents from the district website. Documents can be found at www.basd.net by clicking on the “Professional Development” link. 2. The professional employee should identify one or more areas in the Professionalism Core Competencies (Category IV) of the Core Teaching Competencies where he or she needs to grow or “stretch” professionally. Professional growth goals should be derived from the focus areas identified in Category IV. 3. All forms should be typed and signed by the professional employee prior to submitting them to administration. 4. The professional employee must ensure that he/she is moving through the Core Teaching Competencies Supervision Cycle correctly. If a placement error has occurred the building administrator should be notified.
Professional Growth Portfolio A Professional Growth Portfolio is required each year from all tenured professional employees as evidence for PDE evaluation form 428. The purpose of the Professional Growth Portfolio is to document an individual’s progress toward achieving goal established by the professional employees in his/her Professional Growth Plan. A professional employee may be asked at any time during the school year to share his/her portfolio with the building administrator.
Section #1 Tenured Professional Growth Plan Part 1: Goal Setting Tenured Professional Growth Plan Part 2: Mid-Year Implementation Update Tenured Professional Growth Plan Part 3: End-of-Year Report Tenured Professional Growth Plan Part 4: Professional Growth Reflection Section #2 Artifacts with reflective statements
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CORE COMPETENCIES SUPERVISION CYCLE FOR TENURED NON-INSTRUCTIONAL PROFESSIONAL EMPLOYEES
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Core Competencies Supervision Cycle for Non-Instructional Professional Employees
Non-Instructional Professional Employee Responsibilities
Professional Growth Portfolio A Professional Growth Portfolio is required each year from all tenured professional employees as evidence for PDE evaluation form 428. The purpose of the Professional Growth Portfolio is to document an individual’s progress toward achieving goal established by the professional employees in his/her Professional Growth Plan. A professional employee may be asked at any time during the school year to share his/her portfolio with the building administrator.
Section #1 Tenured Professional Growth Plan Part 1: Goal Setting Tenured Professional Growth Plan Part 2: Mid-Year Implementation Update Tenured Professional Growth Plan Part 3: End-of-Year Report Tenured Professional Growth Plan Part 4: Professional Growth Reflection Section #2 Artifacts with reflective statements
FOR NON - TENURED PROFESSIONAL EMPLOYEES
Proficiency Attainment Mode
The Proficiency
Attainment Mode (Non – Tenured)
Eligibility for
Proficiency Attainment
Responsibilities of Employee Assigned to Proficiency Attainment Mode 1. It is the responsibility of the professional employee to print necessary documents from the district website. Documents can be found at www.basd.net by clicking on the “Professional Development” link. 2. With the help of the building administrator develop a Proficiency Attainment Plan with goals that focus on developing and documenting proficiency in targeted areas of the Core Teaching Competencies. First year non-tenured employees will develop their initial Professional Attainment Plans as a part of the district’s Induction Program. 3. All forms should be typed and signed by the professional employee prior to submitting them to administration. 4. Complete all activities to the expected level(s) of satisfactory performance according to the specifications outlined in the Proficiency Attainment Plan. 5. Document dates and times of all Proficiency Attainment activities and maintain records of data collected in Proficiency Portfolio. 6. Maintain a Proficiency Portfolio throughout the school year to document progress toward attainment of established goals (Core Competencies). 7. First year employees participating in the district’s Induction Program must share their portfolios at monthly Induction Meetings starting in December and with the Director of Curriculum and Instruction prior to submitting the portfolio to their building administrator (before April 15th).
Proficiency Portfolio A Proficiency Portfolio is a collection of artifacts chosen to demonstrate proficiency in all four categories of the Core Competencies and is required each year from all non-tenured professional employees as evidence for PDE evaluation form 426 or 427. The purpose of the Professional Growth Portfolio is to document an individual’s progress toward achieving goals established by the non-tenured professional employee on his/her Non-Tenured Proficiency Attainment Plans.
Section #1: Proficiency Portfolio Self Assessment Section #2: Proficiency Attainment Plans (in order of completion) Section #3: Observations and Evaluations completed by Administration (in order of completion) Section #4: Category 1 – Planning and Preparation Checklist, Artifacts, and Reflective Statements Section #5: Category 2 – Classroom Environment/ Management Checklist, Artifacts, and Reflective Statements Section #6: Category 3 – Instructional Delivery/Implementing Standards Aligned Instruction Checklist, Artifacts, and Reflective Statements Section #7: Category 4 – Professionalism Checklist, Artifacts, and Reflective Statements Section #8: Personal Observations/Videotape Analysis with Reflections (in order of completion) Section #9: Reflective Practices · Reflections on Professional Practice (9 completed during 1st year Induction Program) · Dialogue Journal Entries (12 or more completed during 1st year Induction Program) · Reflective Journal Entries (individually completed in years following Induction Program)
FOR TENURED PROFESSIONAL EMPLOYEES
Tenured professional employees who have been rated as “Needs Improvement” in any area or areas of the Core Teaching Competencies (or Core Competencies for non-instructional professional employees) will be placed in the Focused Assistance Mode, as illustrated below. When assigned to Focused Assistance, the professional employee will work closely with an administrator to improve in the areas identified. The tenured professional employee will remain in the Focused Assistance Mode until the necessary improvements are made. Professional employees who fail to make the necessary improvements will subsequently be placed in the Corrective Assistance mode.
Focused Assistance Mode for Tenured Employees
The Focused Assistance Mode (Tenured A method of supervision focused on supporting the professional development needs of tenured professional employees who have been rated as “Needs Improvement” in any area of the Core Teaching Competencies (or Core Competencies for non-instructional professional employees). When assigned to Focused Assistance, the professional employee will work closely with an administrator to improve in the areas identified by the administration. The tenured professional employee will remain in the Focused Assistance Mode until the necessary improvements are made. Professional employees who fail to make the necessary improvements will subsequently be placed in the Corrective Assistance Mode.
Eligibility for Focused Assistance Professional employees shall be placed in Focused Assistance if they are tenured and have been identified as “Needs Improvement” in any area or areas of the Core Teaching Competencies (or Core Competencies for non-instructional professional employees).
Responsibilities of Employee Assigned to Focused Assistance Mode 1. It is the responsibility of the professional employee to print necessary documents from the district website. Documents can be found at www.basd.net by clicking on the “Professional Development” link. 2. With the help of the building administrator develop a Professional Growth Plan with goals that focus on improving in identified areas. 3. Complete all activities to the expected level(s) of satisfactory performance according to the specifications outlined in the Professional Growth Plan. 4. Document dates and times of all Focused Assistance activities and maintain records of data collected in Professional Growth Portfolio. 5. Maintain a Professional Growth Portfolio to document progress toward improvement goals.
Professional Growth Portfolio A Professional Growth Portfolio is required each year from all tenured professional employees as evidence for PDE evaluation form 428. The purpose of the Professional Growth Portfolio is to document an individual’s progress toward achieving goals established by the professional employee in his/her Professional Growth Plan. A professional employee may be asked at any time during the school year to share his/her portfolio with the building administrator.
The Professional Growth Portfolio should be comprised of two sections described below. Section #1 Tenured Professional Growth Plan Part 1: Goal Setting Tenured Professional Growth Plan Part 2: Mid-Year Implementation Update Tenured Professional Growth Plan Part 3: End-of-Year Report Tenured Professional Growth Plan Part 4: Professional Growth Reflection Section #2 Artifacts with reflective statements
FOR TENURED AND NON-TENURED PROFESSIONAL EMPLOYEES
Tenured and non-tenured professional employees who have been rated as “Unsatisfactory” will be assigned to the Corrective Assistance Mode. This mode of supervision is designed to help the professional employee correct any deficiencies that have been identified and documented on a PDE evaluation form (PDE 426, 427, or 428) or on a Bellefonte Area School District observation/evaluation form. Professional employees may be assigned to Corrective Assistance at anytime during the school year when they are not satisfactorily performing their duties.
The Corrective Assistance Mode (Tenured or Non-Tenured A method of supervision used to provide support for tenured or non-tenured professional employees who have significant improvement needs as identified by an administrator. Professional employees may be assigned to Corrective Assistance at anytime during the year when they are not performing their professional responsibilities in a satisfactory manner.
Eligibility for Corrective Assistance Professional employees shall be placed in Corrective Assistance if they are tenured or non-tenured and received an unsatisfactory rating as documented on a Bellefonte Area School District observation/evaluation form or PDE evaluation form.
Responsibilities of Professional Employee Assigned to Corrective Assistance 1. Review the individually designed Employee Improvement Plan with the building administrator within ten working days of being identified as unsatisfactory. 2. Complete all activities to the expected level(s) of satisfactory performance according to the specifications outlined in the Employee Improvement Plan. 3. Review the progress made on the Employee Improvement Plan with the building administrator within 15 working days of implementing the plan. 4. Meet with building administrator on a monthly basis to share progress being made on goals established in Employee Improvement Plan. 5. Document dates and times of all Corrective Assistance activities. 6. Maintain a proficiency (non-tenured) or professional growth (tenured) portfolio to document progress toward improvement goals.
When a teacher has received an unsatisfactory rating, a formal assistance plan must be implemented. The administrator will develop the improvement plan and present the plan at a Corrective Assistance /Improvement Plan conference.
An Employee Improvement Plan shall include the following components: 1. Employee name, position, and date 2. An outline of the deficiencies and identification of the documentation of those deficiencies 3. The improvement goals 4. A plan of action to address each improvement goal, including procedures for data collection, 5. A monitoring plan that establishes timelines and expected documentation 6. Signatures from the employee, supervisor, and other attendees of the improvement plan conference.
Employee Improvement Plan Suggested Format
A Professional Growth Portfolio is required each year from all tenured professional employees as evidence for PDE evaluation form 428. The purpose of the Professional Growth Portfolio is to document an individual’s progress toward achieving the goals established by the employee in his/her Professional Growth Plan.
Each professional employee must share his or her portfolio progress with a building administrator twice a year (by February 15th and June 1st) and may be asked at any time during the school year to share his/her portfolio with the building administrator. In addition, professional employees should also be prepared to share his/her portfolio progress at each scheduled Portfolio Group meeting.
The Professional Growth Portfolio for professional employees assigned to Categories I, II, and IV should be comprised of two sections described below.
The Professional Growth Portfolio for employees assigned to Category III should be comprised of the sections described below.
Each section of the Professional Growth Portfolio and parts of the Professional Growth Plans are described below. |
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Professional Growth Portfolio - Section 1
When completing Tenured Professional Growth Plan – Part 1: Goal Setting, the professional employee will focus on one assigned category from the Core Teaching Competencies (or Core Competencies for non-instructional professional employees). Professional Growth Plans should be designed to enhance an educator’s skills and practices in the assigned category. Employees may also choose (with administrative approval) to focus on additional categories so as not to limit goal setting possibilities.
All documents can be downloaded from the district’s website (www.basd.net) by clicking on the “Professional Development” link.
Each component of the Tenured Professional Development Plan – Part 1: Goal Setting is described below.
1. Professional Growth/Core Competencies Goals Restate one or more Core Competencies in a goal statement. Develop at least one but no more than three goals. Use the SMART formula for setting goals: S – Specific: Goals that are specific make the desired outcomes clear. Avoid generalities and broad, sweeping statements. M – Measurable: How will you demonstrate the objective was achieved? (quantitatively and/or qualitatively) A – Attainable: Can the goal really be accomplished? R – Relevant: Was the goal derived from the Core Teaching Competencies? T – Time-oriented: Set realistic deadlines.
Professional Growth Goals will be assessed using the following rubric:
2. Student Achievement Goals State one or more (but not more than three) goals that focus on increasing student achievement. The student achievement goals should be derived from or linked to stated professional growth goals/core competencies goals.
Student Achievement Goals will be assessed using the following rubric:
3. Rationale State why you chose to focus on the stated professional growth/core competencies goals and student achievement goals. What impact (potential benefits, positive outcomes, etc.) could professional growth in these areas have on you as a professional and on student achievement?
4. Action Plan Describe the actions you plan to take to accomplish the stated professional growth and student achievement goal(s) identified in #3. Include timelines for the completion of each action.
Possible professional growth activities include: · Peer Coaching – Working with a colleague in a collaborative setting to examine, refine, and enhance instructional practices through peer collaboration and reflection. · Administrative Coaching – Working with and administrator to examine, refine, and enhance instructional practice through collaboration and reflection. · Structured Study Group – The study of specific topics, strategies, or issues in order to improve student learning by enhancing professional skills, knowledge, and abilities. A study group might choose a book, a group of articles, a strategy, or an issue on which to focus. · Application of learnings from professional readings or graduate work · Classroom observations of other professionals · Videotaping and analysis of own teaching · Mentoring new professional employees · Lesson Study - A practice originating in Japan, involving a group of teachers who meet to develop a specific content lesson while focusing on a targeted research theme. · Co-teaching - Two teachers, one with a general education background and the other having a special education background who jointly plan and teach all students in one classroom, sharing the responsibilities and rewards of the students.
5. Portfolio Artifacts Generate a list of possible portfolio artifacts that could be collected as evidence of your achievement of the Core Competencies included in your goals.
Part 2: Mid-Year Implementation Update Copy and paste Professional Growth/Core Competencies Goals from #1 of Part 1: Goal Setting form into appropriate section of Part 2: Mid-Year Implementation Update.
Copy and paste Student Achievement Goals from #2 of Part 1: Goal Setting form into appropriate section of Part 2: Mid-Year Implementation Update.
6. Modifications/Adjustments Describe any modifications made to the original plan and why changes were made. Administrative approval is required before any modifications may be made to the original plan. All modifications/adjustments must be made and approved by an administrator by February 15th.
7. First Semester Implementation Log Describe the actions that were taken during the first semester. Include dates for every action described. Collect potential portfolio artifacts and place in a “working portfolio”. A “working portfolio” is a collection of artifacts that represent a professional employee’s progress towards attaining their professional growth goals. Keep running notations of artifacts being collected in the last column of the log.
Part 3: End-of-Year Report Copy and paste Professional Growth/Core Competencies Goals from #1 of Part 1: Goal Setting form into appropriate section of Part 3: End-of-Year Report.
Copy and paste Student Achievement Goals from #2 of Part 1: Goal Setting form into appropriate section of Part 3: End-of-Year Report.
8. Second Semester Implementation Log Describe the actions that were taken during the second semester. Include dates for every action described. Continue to keep a running notation of artifacts being collected in the last column of the log.
Complete the “Professional Growth Portfolio Checklist” portion of report form. The checklist provides a listing of items that must be included in the Professional Growth Portfolio.
Part 4: Professional Growth Reflection Copy and paste Professional Growth/Core Competencies Goals from #1 of Part 1: Goal Setting form into appropriate section of Part 4: Professional Growth Reflection.
9a. In a narrative form describe how your portfolio, as a whole, reflects your growth as a professional with regards to the work completed during the school year that focused on the achievement of established Professional Growth/Core Competencies Goals.
9b. Explain how the artifacts included in the Professional Growth Portfolio support the answer provided in #9a.
Copy and paste Student Achievement Goals from #2 of Part 1: Goal Setting form into appropriate section of Part 4: Professional Growth Reflection.
10a. Describe how attaining stated Professional Growth/Core Competencies Goals impacted student achievement with regards to the established Student Achievement Goals.
10b. Explain how the artifacts included in the Professional Growth Portfolio support the answer provided in #10a. |
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Professional Growth Portfolio - Section 2 Artifacts and Reflective Statements
An artifact is any evidence that a professional employee may use to document or support his or her progress toward achieving stated professional growth goals. Tenured professional employees developing a Professional Growth Portfolio should carefully choose no more than 12 artifacts to include in their portfolios.
When selecting an artifact, a professional employee should consider these questions: · Does this artifact provide evidence of my progress toward accomplishing the goals I established in my Professional Growth Plan, both professionally and for students? · Does this artifact provide evidence of enhanced student learning or increased student achievement that was a direct result of my professional development goals? · Does this artifact provide evidence of my growth with regards to my Professional Growth Goals and the Core Competencies? · Is this artifact a result of my professional growth and accomplishments? · Can I explain in a reflective statement the importance of this artifact to those viewing it out of context? Examples of Professional Growth Portfolio artifacts: · Conference notes and/or reflections and applications · Personal writings and reflective journal entries · Observation data, analysis, and application of results · Reflections, analysis, and application of professional readings · Data collection, analysis, evaluation and use of evaluation recommendations · Student work samples with analysis · Lesson/unit plans · Critiques of lessons or units · Communications between or with parents/students/school/community · Teacher research documents · Web sites or other resources developed by the teacher · Curriculum or program design work · Application of knowledge and skills acquired from participation in graduate classes or professional development programs.
A reflective statement is a narrative description of how a specific artifact demonstrates professional growth or an impact on student achievement. It is a statement in which the professional employee reflects on the meaning and significance of a specific artifact.
A reflective statement must be included in the portfolio for each artifact and should be longer than 2 - 3 sentences but not longer than 3 – 4 paragraphs.
Artifact Reflections may include answers to the following questions: 1. How does this artifact demonstrate evidence that I accomplished the Professional Growth Goals I established in my Professional Growth Plan? 2. How does this artifact demonstrate enhanced student learning/achievement due to my professional growth activities? 3. How does this artifact link to my Professional Growth Goals, the Core Competencies, and the Student Achievement Goals? 4. How did this experience (i.e. workshop, article, peer observation, study group) impact my development as a professional? How have I worked at implementing my new learnings? 5. What significance does this artifact have for me as a professional? How has it inspired me to pursue an area in more depth? How have I worked at implementing my new learnings? |
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A Proficiency Portfolio is a collection of artifacts chosen to demonstrate professional proficiency in all four categories of the Core Competencies and is required each year from all non-tenured professional employees as evidence for PDE evaluation form 426 or 427. The purpose of the Professional Growth Portfolio is to document an individual’s progress toward achieving goals established by the non-tenured professional employee on his/her Proficiency Attainment Plans. Starting after the first full quarter of the non-tenured employee’s employment in the district, the employee may be asked at any time to share his/her portfolio with administration.
A Proficiency Portfolio should be comprised of the sections listed below.
Each section of the Proficiency Portfolio and parts of the Proficiency Plans are described below. Proficiency Portfolio – Section 1: Proficiency Portfolio Self Assessment Prior to presenting the end-of-year or finished portfolio to administration, the professional employee should complete a Proficiency Portfolio Self Assessment to help him/her look critically at his/her work.
Proficiency Portfolio – Section 2: Proficiency Attainment Plans Proficiency Attainment Plans are created several times throughout a school year to help the new employee to develop and document proficiency in all areas of the Core Competencies. In order to complete the Proficiency Attainment Plan, the professional employee must choose one or more area(s) for growth from the Core Competencies and design a professional growth plan to develop or enhance skills and practices in the area or areas selected. At the beginning of the school year the non-tenured professional employee will develop a Proficiency Attainment Plan with assistance from an administrator (and a mentor when appropriate). Throughout the school year Proficiency Attainment Plans will be revisited and revised or new plans developed based on the needs of the individual. At least two Proficiency Attainment Plans should be developed and completed in one school year. First-year non-tenured employees will develop the first Proficiency Attainment Plan as a part of the district’s Induction Program.
Each part of the Proficiency Attainment Plan is described below. Proficiency Attainment Goal/Core Competency Column · Identify 3 – 5 Core Competencies from one or more categories on which to focus. · Develop 3 – 5 Proficiency Attainment Goals by restating one or more Core Competencies in a goal statement. Use the SMART formula for setting goals: S – Specific: Goals that are specific make the desired outcomes clear. Avoid generalities and broad, sweeping statements. M – Measurable: How will you demonstrate the objective was achieved? (quantitatively and/or qualitatively) A – Attainable: Can the goal really be accomplished? R – Relevant: Was the goal derived from the Core Teaching Competencies? T – Time-oriented: Set realistic deadlines. · Proficiency Attainment Goals will be assessed using the following rubric:
· Identify the Core Competency used to develop each Proficiency Attainment Goal.
Actions Taken Column · List/describe the actions taken to achieve the specific goal. · Include dates for every action described.
Artifacts Collected Column · Describe the artifact that was generated (if one was generated) by the actions taken to demonstrate proficiency in a specific Core Competency. · Make a notation on the appropriate Proficiency Attainment Checklist (the first page in Section 4 (Category I), Section 5 (Category II), Section 6 (Category III), and Section 7 (Category IV) of the Proficiency Portfolio). · Place the artifact in the appropriate section of the Proficiency Portfolio.
Reflection Section · Describe the outcome of implementation efforts. · Were all goals successfully achieved? Explain why or why not. · Suggest recommendations for future growth.
Proficiency Portfolio – Section 3: Observations and Evaluations completed by Administration All administrative observations and evaluations should be placed in order of occurrence in this section. This includes observations from all three years the employee is assigned to the Proficiency Attainment Mode. Observations completed by mentors or other professionals may be placed in this section as well (or used as artifacts in other sections).
Proficiency Portfolio – Section 4: Category I – Planning and Preparation Core Competencies Checklist, Artifacts, and Reflective Statement The Category I Core Competencies Checklist should be the first page in Section 4 and serve as a table of contents for that section. Artifacts for this section should be placed behind the checklist in the order found on the checklist. In addition, the checklist should be shared and discussed with administration at each proficiency progress and portfolio review meeting held throughout the school year.
An artifact is any evidence that a professional employee uses to provide documentation of proficiency for the components listed in Category I of the Core Competencies. A description of each artifact/evidence should be recorded in the “Evidence of Proficiency/Describe Artifact” column of the checklist. More than one artifact may be used to provide evidence of proficiency in a specific competency, as the use of multiple artifacts can demonstrate growth over time. It is also possible for one artifact to count as documentation for multiple components (in this case copies should be made and placed in the appropriate place).
When selecting an artifact, a non-tenured professional employee should consider these questions: · Does this artifact provide evidence of my proficiency in a specific component of the Core Competencies? · Does this artifact provide documentation of my progress toward accomplishing the goals I established in my Proficiency Attainment Plan(s)? · Can I explain in a reflective statement the importance of this artifact to those viewing it out of context?
Examples of Proficiency Portfolio artifacts: · Reflective Journal · Lesson/unit plans · Instructional adaptations and modifications made in order to meet the needs of all students · Critiques of lessons or units · Informal and formal assessments · Classroom routines and procedures · Student/Classroom management plan · Implementation of effective instructional strategies · Conference notes and/or reflections and applications · Personal writings and reflective journal entries · Observation data, analysis, and application of results · Student work samples · Communications between or with parents/students/school/community · Web sites or other resources developed by the teacher
A reflective statement is a narrative description of how a specific artifact demonstrates proficiency. It is a statement in which the non-tenured professional employee reflects on the meaning and significance of a specific artifact. A reflective statement must be included in the portfolio for each artifact and should be 2 – 3 sentences in length.
Artifact Reflections may include answers to the following questions: 1 How does this artifact demonstrate my proficiency in a specific Core Competency? 2. How does this artifact demonstrate that I accomplished the Professional Growth goal(s) I established in my Proficiency Attainment Plans? 3. How does this artifact provide insight into my professional growth as a professional educator?
Proficiency Portfolio – Section 5: Category II: Classroom Environment/Classroom Management Core Competencies Checklist, Artifacts, and Reflective Statements The Category II Core Competencies Checklist should be the first page in Section 5 and serve as a table of contents for that section. Artifacts for this section should be placed behind the checklist in the order found on the checklist. In addition, the checklist should be shared and discussed with administration at each proficiency progress and portfolio review meeting held throughout the school year. See Proficiency Portfolio – Section 4: Category I for more information on artifacts and reflective statements.
Proficiency Portfolio – Section 6: Category III – Instructional Delivery/Implementing Standards Aligned Instruction Core Competencies Checklist, Artifacts, and Reflective Statements The Category III Core Competencies Checklist should be the first page in Section 6 and serve as a table of contents for that section. Artifacts for this section should be placed behind the checklist in the order found on the checklist. In addition, the checklist should be shared and discussed with administration at each proficiency progress and portfolio review meeting held throughout the school year.
See Proficiency Portfolio – Section 4: Category I for more information on artifacts and reflective statements.
Proficiency Portfolio – Section 7: Category IV – Professionalism Core Competencies Checklist, Artifacts, and Reflective Statements The Category IV Core Competencies Checklist should be the first page in Section 7 and serve as a table of contents for that section. Artifacts for this section should be placed behind the checklist in the order found on the checklist. In addition, the checklist should be shared and discussed with administration at each proficiency progress and portfolio review meeting held throughout the school year.
See Proficiency Portfolio – Section 4: Category I for more information on artifacts and reflective statements.
Proficiency Portfolio – Section 8: Personal Observations/Videotape Analysis with Reflections This section should include evidence that the non-tenured professional employee observed other professionals in action, reflected upon the observations and used the knowledge gained to improve his/her own professional practice.
Also included in this section should be evidence that the non-tenured professional employee videotaped himself/herself engaged in professional practice, analyzed the recording, reflected upon the experience, and applied the learnings.
Proficiency Portfolio – Section 9: Reflective Practices Demonstrating that one is a reflective practitioner is a required element of the Proficiency Portfolio. In Section 9, the non-tenured professional employee must provide evidence of thoughtful, ongoing reflective practices. This section should include: · 9 total “Reflections on My Professional Practice” completed at the conclusion of monthly Induction meetings · At least 12 dialogue journal entries completed with a mentor during the first year (or two) of employment in the district. · Individual reflections/journal entries completed throughout year two and three of employment in the district. Journal entries should be written on a weekly basis and be a reflection on: teaching and classroom experiences; working with students and student successes; interactions with colleagues, administrators, and parents; professional growth activities; and/or progress toward proficiency attainment goals and the Core Competencies. Each entry should illustrate thoughtful reflection upon professional experiences. |
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A portfolio group is a building-based group of 4 – 6 professional employees that meet on specified “extended” Tuesdays to give the support, help, and encouragement that each member needs to grow professionally. Groups will be assigned by building principals
On Portfolio Tuesdays, professional employees will be required to take their “working portfolios”, the portfolio that is a “work-in-progress”, to share with group members. Portfolio Groups will be assigned a meeting area and provided with an agenda. Each group will have a leader to facilitate the meeting. The leadership role will rotate among the group members throughout the year. Meeting summary sheets must be completed for each meeting and turned into the building administrator.
On the first Portfolio Tuesday of the school year, professional employees will share the professional growth goals that they have established for the year. At subsequent meetings, professional employees will share the progress they are making towards the achievement of professional growth goals by sharing the evidence/artifacts they have collected in their “working portfolios”. Group members should provide feedback and advice throughout the year to support their colleagues.
Professional employees missing Portfolio Tuesday meetings or those failing to present their portfolio progress to their portfolio groups will be required to share their portfolio progress during a “make-up” session established by their building principal.
Throughout the school year there will be additional opportunities structured for the sharing of Professional Growth or Proficiency Attainment Goals and the progress being made towards accomplishing these goals (i.e. at departmental meetings, grade level meetings, Induction meetings, etc.).
Throughout the year professional employees will collect
artifacts in a “working portfolio”. A “working portfolio” is
one in which an individual places all the artifacts that
represent his/her progress towards attainment of professional
growth or proficiency attainment goals. Professional
employees may be asked at anytime during the school year
to share their portfolios with the building administrator.
There are two scheduled portfolio presentations during the
school year. The first must occur prior to February 15th
and the second before June 1st. |
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