An Introduction

Professional Growth Proposal

Objective

• Teachers will identify and understand the meaning of the Professional Growth Proposal

• Teachers will begin reflecting on practice to prepare for PGP meetings

• Teachers will identify data sources and understand how to use them to identify areas of strength and challenge for growth

Reflect

• Why is goal setting important in any profession?

• Given all the facets involved in running a high achieving classroom, what would be the benefit of setting focused goals around the craft of teaching?

– Record your thoughts (5 minutes)

– Pair share

– Whole Group

Consider your practice . . .

• Teaching is not a static occupation where you master it after a certain number of years and there are absolutely no areas of growth.

• That said, when thinking about the craft of teaching, there are an overwhelming number areas one could focus for refinement.

• In order to avoid getting overwhelmed with this idea, it is important to narrow the focus and set informed goals.

Professional Growth Proposal Purpose

• The purpose of the Professional Growth Proposal is to use your data and reflections on your practice to establish goals you can work towards over the course of this school year.

• These goals can serve as the foundation for your coaching conversations throughout the year.

Developing an informed PGP

• Rather than setting multiple goals at the beginning and then forgetting them in the middle of the year, it is important to establish relevant and meaningful goals.

• In order for the goals to be meaningful, you have to use feedback/data and your own reflections on your practice to determine a narrow area of focus.

• Brainstorm what feedback and data you could use in setting goals about your practice – Share w/ partner

– Share w/ whole group

Using Data to inform your practice

• Returning Westside teachers: You can access multiple data points on tableau when considering where you would like to focus:

– Student surveys (fall and spring)

– Evaluations (both semesters)

– Staff surveys

– SGPs from prior year

New Teachers

• Gather data and suggestions from our first informal observations and debriefs

• 1.1 A is highly suggested

• Indicators from domain 2 are highly suggested

New to GD teachers

• Reflect from first informal observations and debriefs

• Reflect on past practice and past evaluations/rubric – are there any connections?

High Leverage Indicators

• Indicators that impact other classroom practices also on the CRTF

• Scan the CRTF: which indicators stand out? Which specific practices clearly affect others?

High Leverage Indicators

• 1.1 A and B: 3-part learning objectives

– Weak/strong learning objectives negatively or positively impact the entirety of domain 1

– Read 1.1A, 1.1B, and 3.1 C.

• How could 1.1A or B affect 3.1C?

– Partner share/ whole group share out

High Leverage Indicators

• 2.2 A – Behavioral Expectations

– Read 2.2 A, 2.2 B, 2.3 A and 2.3 B.

• How can 2.2A affect other the others?

• 2.4 A – Routines, Procedures, and Transitions

– Maximizes instructional time , giving students less time to misbehave or get off task

Reflecting on the Data

• Questions to consider when reviewing your data, feedback, or reflecting on previous practice:

– Where are my peaks?

• What are your strengths? Why are these areas strengths? If they weren’t always strengths, how did they become strengths?

– Where are my valleys?

• After reviewing multiple data points, what do you consider to be the areas of growth? Why is this a valley? How much attention has been paid to this area in the past?

Using Bloomboard to narrow your focus

• Bloomboard is your one stop shop for your development.

• This is where you will be able to see your observations and will soon be able to access on-line PD.

• We will be completing this together during next Wednesday’s PD

Wednesday 8/29

• Our first round(s) of informal observations and debriefs will have occurred

• Using this year’s data and previous year’s data, choose general areas of practice you want to work on

• With the CRTF, pinpoint 2-3 specific indicators that are aligned to these areas of focus

Example:

• “ I want to get better at my routines and procedures.”– Indicator 2.4 A directly aligns with this goal

• “ I want to make sure my students get enough time to do independent practice each day.”– There are multiple indicators: 1.2 A (designing

lessons), 3.2 A (executing lesson cycle), 2.4 A (routines and procedures) that may be preventing this from happening. Use the CRTF language to pinpoint which ones would be most useful to focus on and track throughout the year.

Looking Ahead

• Here is what your PGP will look like (it is completely online this year):

Looking Ahead

• There have been a lot of questions about different technologies and GD websites we use so….

• We will complete our PGP together next week

• Bring your laptops!