EXEMPLAR

Teacher Name EXEMPLAR School Year

Evaluator Name Date Created Date(s) Reviewed

Self-Directed Collaborative

As a result of the evaluation process, teachers and evaluators should focus on accelerating and continuing teacher growth.

Professional goals should be individualized to the needs of the teacher and specifically relate to his/her areas of refinement/growth as identified in the teachers’ evaluation.

The evaluator and teacher should have collaborative and ongoing discussions related to activities aligned to the goals.

This plan may also be used as a guide for creating professional development goals aligned with licensure renewal as approved by LPDC.

Professional Goals

These are addressed by the evaluator as appropriate for this teacher Consider creating goals that meet SMART criteria

S- Specific (What do I want to measure?)

M – Measurable (How am I going to measure it?) A – Attainable (Is this a reasonable goal?)

R – Results-oriented (What will my goal look like when I’ve reached it?)

T – Time-Bound (When will I reach my goal?)

Evidence Indicators

What will show your progress toward the goal?

What will show your achievement of the goal?

Include tentative deadlines

Goal 1: Student Achievement/Outcomes for Students

Goal Statement:

During the 2013-14 school year, 95% of my students will complete a written reflection

in response to a minimum of two artworks. All reflections follow a rubric that is project

specific.

The students have art once a week. By the end of October, 2013, 95% of my students

will have completed their first project and first written reflection, following a rubric.

Evidence of their progress will be documented in their Developmental Workbooks

(DW). Feedback throughout the project will also be evident in their DW's. By

December, they will have completed their second project. In February, they will

choose their two best projects (out of three) and complete a typed artist statement that

is based on their previous written reflections. This artist statement will show

acheivement of the goal.

Goal 2: Teacher Performance on the Ohio Standards for the Teaching Profession (see pg. 3)

Goal Statement:

During the 2013-14 school year, I will communicate effectively and clearly with

students, parents, other educators, administrators, and the community to support 98%

student learning and participation in a schoolwide social justice art project.

During the first trimester, I will write a grant to request funds for materials. The

students will create a clay project and glaze it. During this time other teachers, parents

and community members will be invited to create a piece as well. I will organize an

event that will take place in the Spring in which the clay pieces will be up for

donation. All proceeds will go towards ogranizations that follow the social justice

theme for the unit.The product will show the progress and the successful event will

show the acheivement of this goal.

Teacher’s Signature ________________________________ Date Evaluator’s Signature________________________________ Date Signatures above verify acknowledgement of receipt of final documented plan by both parties.

Both parties should keep a copy of this document as a point of reference throughout the year. A final copy should be submitted to the Personnel Office by Evaluator with the May Summative Evaluation.

A copy of this document should be shared with the Building Principal.

SHAKER HEIGHTS CITY SCHOOL DISTRICT

ANNUAL PROFESSIONAL GROWTH PLAN

OHIO STANDARDS FOR THE TEACHING PROFESSION

1 Teachers understand student learning and

development and respect the diversity of the

students they teach. A. Teachers display knowledge of how students learn and of

the developmental characteristics of age groups.

B. Teachers understand what students know and are

able to do and use this knowledge to meet the

needs of all students.

C. Teachers expect that all students will achieve to

their full potential.

D. Teachers model respect for students’ diverse

cultures, language skills and experiences.

E. Teachers recognize characteristics of gifted

students, students with disabilities and at-risk

students in order to assist in appropriate

identification, instruction and intervention.

2 Teachers know and understand the content area

for which they have instructional responsibility. A. Teachers know the content they teach and use

their knowledge of content-area concepts,

assumptions and skills to plan instruction.

B. Teachers understand and use content-specific

instructional strategies to effectively teach the

central concepts and skills of the discipline.

C. Teachers understand school and district

curriculum priorities and the Ohio academic

content standards.

D. Teachers understand the relationship of

knowledge within the discipline to other

content areas.

E. Teachers connect content to relevant life

experiences and career opportunities.

3 Teachers understand and use varied assessments

to inform instruction, evaluate and ensure

student learning. A. Teachers are knowledgeable about assessment

types, their purposes and the data they generate.

B. Teachers select, develop and use a variety

of diagnostic, formative and summative assessments.

C. Teachers analyze data to monitor student

progress and learning, and to plan, differentiate

and modify instruction.

D. Teachers collaborate and communicate student

progress with students, parents and colleagues.

E. Teachers involve learners in self-assessment and

goal setting to address gaps between performance and

potential.

4 Teachers plan and deliver effective instruction

that advances the learning of each individual student. A. Teachers align their instructional goals and

activities with school and district priorities and

Ohio’s academic content standards.

B. Teachers use information about students’ learning

and performance to plan and deliver instruction

that will close the achievement gap.

C. Teachers communicate clear learning goals

and explicitly link learning activities to those

defined goals.

D. Teachers apply knowledge of how students think

and learn to instructional design and delivery.

E. Teachers differentiate instruction to support the

learning needs of all students, including students

identified as gifted, students with disabilities and

at-risk students.

F. Teachers create and select activities that are

designed to help students develop as independent

learners and complex problem-solvers.

G. Teachers use resources effectively, including

technology, to enhance student learning.

5 Teachers create learning environments that

promote high levels of learning and achievement

for all students. A. Teachers treat all students fairly and establish

an environment that is respectful, supportive

and caring.

B. Teachers create an environment that is physically and

emotionally safe. C. Teachers motivate students to work productively and

assume responsibility for their own learning.

D. Teachers create learning situations in which

students work independently, collaboratively and/or as a

whole class.

E. Teachers maintain an environment that is conducive to learning for all students.

6 Teachers collaborate and communicate with

students, parents, other educators, administrators

and the community to support student learning. A. Teachers communicate clearly and effectively.

B. Teachers share responsibility with parents and

caregivers to support student learning, emotional

and physical development and mental health.

C. Teachers collaborate effectively with other

teachers, administrators and school and

district staff.

D. Teachers collaborate effectively with the local

community and community agencies, when

and where appropriate, to promote a positive

environment for student learning.

7 Teachers assume responsibility for professional

growth, performance and involvement as an

individual and as a member of a learning

community. A. Teachers understand, uphold and follow

professional ethics, policies and legal codes of professional

conduct.

B. Teachers take responsibility for engaging in continuous,

purposeful professional development.

C. Teachers are agents of change who seek opportunities to positively impact teaching quality, school improvements

and student achievement.