individual professional development plan fall school improvement conference december 2, 2009
TRANSCRIPT
Individual Professional Development Plan
Fall School Improvement Conference
December 2, 2009
Agenda
• Welcome
• Setting the Michigan Context
• Short Video
• Overview of IPDP Online Tool and Process
• IPDP and Phases
• Closing
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Setting the Michigan Context
Section 1526:
• Mentor
• Individual Professional Development Plan
• 15 days of PD across first 3 years
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Setting the Michigan Context
• Michigan Standards for Ensuring Excellent Educators
• Vision and Standards for Professional Development
• Professional Learning Strategic Plan
IPDP Aligns with:
• School Improvement Plan
• Professional Standards for Michigan Teachers
• Content Expectations
• Registry of Educational Personnel
IPDP Focus
• Data-based Decisions
• Student Achievement
• Attention to Content AND Pedagogy
• Evidence of Improvement
• Reflective Improvement
• Implementation of Educational Technology (On-line Tool)
How Did We Get Here?
• Input of Stakeholder Groups
• Support of Great Lakes East
• Reactions of Focus Groups
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IPDP & PD Reflection Cycle
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Video
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IPDP Overview
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“Wizard” Approach
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User-Friendly
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Identifying Student Needs
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Identifying Student Needs
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Tips, Tools & Checklists
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Identifying Professional Needs
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Identifying Professional Needs
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Identifying Student and Professional Needs
In groups…
• Discuss what Mr. Kimball’s students might need and what data sources might be helpful.
• Brainstorm what Mr. Kimball’s professional needs might be.
• Name other content needs may connect to the GLCEs.
• Neighbor Nudge.
Developing Professional Goals
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Developing Professional Goals
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Developing Professional Goals
In groups…
• Discuss some potential goals and measurable objectives for Mr. Kimball that align with his student and professional learning needs.
• Relate content goals to specific GLCEs in your content area.
• Share with the group.
Planning Learning Activities
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Planning Learning Activities
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IPDP and Phases
© Foundations in Mentoring. New Teacher Center @ University of California, Santa Cruz
Reflecting After Activities
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Reflecting After Activities
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Collecting Evidence of Student Change
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Collecting Evidence
In groups…• Discuss how Mr. Kimball might collect
data to assess his learning AND his students’ learning in relation to his professional development activities and goals.
• Share with the group.
Adjusting as Needed
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Completing Annual Reflection
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Completing Annual Reflection
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• How well did I meet my goal(s) and measurable objective(s)? What evidence do I have? Which professional learning activities most helped me move toward my goal(s)? How?
• How well did I meet my goal(s) and measurable objective(s)? What evidence do I have? Which professional learning activities most helped me move toward my goal(s)? How?
• What changes did I make to the plan throughout the year and why?
• What went right? What went wrong?
• What would I do differently next time?
• Did my plan work as expected? Why or why not?
• What does my work on this plan contribute (or not) to my plan for next year?
• Based on this experience, what goal(s) might I consider for next year?
Where Are We Now?
• Regional Field Test Sites
• Online tool used by novice teachers and mentors
• Field Test through June
• Feedback via survey and interviews
• Improved based on feedback
• Roll out Fall 2010
Questions & Answers
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Contact Information
• Karen Hairston– [email protected]
• Donna Hamilton– [email protected]
– 517.241.4546
• Bonnie Rockafellow– [email protected]
– 517.373.7861
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Closing
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